THE ROLE OF THE TEACHER IN THE CLIL CONTEXT: FACILITATOR OF LEARNING, OPPORTUNITIES AND STRATEGIES.

Abstract

The CLIL approach and the role of the teacher are two inseparable concepts. This Final Degree Project analyzes the role of the teacher as a facilitator of learning, and the opportunities and strategies that the teacher offers through the CLIL method. First, this research analyzes the set of competencies and skills required of a teacher who in turn must be able to effectively integrate curricular content with foreign language learning. Second, it highlights the importance of teacher training, emphasizing the need for professional development programs that provide teachers with resources to meet the challenges in the classroom. This includes planning lessons that balance linguistic and content objectives and creating a motivating and enriching learning environment for learners. Third, the teacher has additional roles, such as facilitator of learning, designer of innovative pedagogical strategies, effective manager of the linguistic and cultural diversity of the student body, and implementer of assessment methods that reflect progress in both language and academic content. Ultimately, the implementation of the CLIL approach brings with it a series of challenges that teachers face when implementing the CLIL approach, including the need to design specific teaching materials, the integration of technological tools to foster autonomous learning, and the continuous adaptation to the changing needs of students. This paper addresses a series of skills and practices that make the teaching-learning process effective in CLIL contexts. In conclusion, this paper offers a comprehensive view of the role of the CLIL teacher, highlighting both the opportunities this approach offers to improve bilingual education and the strategies needed to overcome the challenges it poses.