10TH SPRING RESEARCH CONFERENCE: VICKY GIL EXAMINES THE EFFECTIVENESS OF A PROGRAMME FOR ENHANCING TEACHER PRACTICE IN EFL AND CLIL
Our colleague Dr Vicky Gil was one of the InterGedi members who attended the 10th Spring Research Conference organised by the GRAM Research Group. In this edition, the topic of the conference addressed the “Advances in Multilingual Learning and Teaching” and was held on the 14th of March 2025, at the UIC Barcelona Campus.
In her paper, entitled “Observing and reflecting: Enhancing EFL/CLIL teacher practice”, she reported on preliminary results from her analysis of the effectiveness of a professional development training programme based on S.P.E.C.I.A.L. This framework consists of a sequenced model that integrates project-enhanced competence in language acquisition and learning. To evaluate its impact, she adopted a qualitative approach and carried out classroom observations to analyse the application of S.P.E.C.I.A.L. in the practice of five teachers within Primary and Secondary ELF and CLIL contexts.
Find the abstract of her presentation below:
Observing and reflecting: Enhancing EFL/CLIL teacher practice
This study examines the effectiveness of a professional development training program designed for in-service English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) teachers. With the increasingly complex demands of 21st-century education, there is a pressing need for multilingual teachers to cultivate relevant skills that promote meaningful and engaging learning experiences for their students.
The primary objective of this research was to provide teachers with the necessary tools and knowledge to design and implement high-quality language learning projects. The program focused on the proposed SPECIAL framework, a sequenced model that integrates project-enhanced competence in language acquisition and learning, thereby enhancing educators’ instructional methodologies.
The methodology involved qualitative classroom observations of five teachers across Primary and Secondary EFL and CLIL classes. Teachers were guided in the creation of multilingual learning projects and were observed implementing these in their classrooms. A specially designed observation protocol, inspired by the Sheltered Instruction Observation (SIOP) model (Echevarría et al. 2004) and grounded in Second Language Acquisition (Ellis 2016, Long 2014), Cognitive Learning (Marzano 2001, Hattie 2014), and Project-Based Learning (Larmer et al. 2015) theories, facilitated reflection on instructional choices. These observations were recorded, transcribed, and qualitatively analyzed to identify patterns in instructional practices and the application of the SPECIAL framework in multilingual learning environments.
Preliminary analysis of the observational data indicates significant improvements in teaching practices and professional competencies among the participating educators. The use of the SPECIAL framework was found to promote effective project-based learning, enhancing both student engagement and language acquisition outcomes. Feedback sessions further demonstrated a positive correlation between reflective practices and teachers’ ability to adapt their instructional approaches.
This research contributes valuable insights into the design and implementation of effective professional development practices for EFL and CLIL educators. The findings underscore the importance of structured training programs that foster reflective practice and promote the development of essential teaching competencies. By prioritizing innovative pedagogical frameworks essential for effective multilingual teaching and learning, educators are better equipped to meet the evolving challenges in language education. Future implications for policy and practice will be discussed, with a view toward advancing teacher development initiatives in diverse educational contexts.
References
Echevarría, J., Vogt, M. & Short, D. (2004). Making content comprehensible for English learners: The SIOP model (2nd Edition). Pearson.
Ellis, R. (2016). Understanding second language acquisition. Oxford University Press.
Hattie, J., & Yates, G. C. (2014). Visible learning and the science of how we learn. Routledge.
Larmer, J., Mergendoller, J. & Boss, S. (2015). Setting the standard for Project Based Learning. ASCD.
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Marzano, R. J., Pickering, D. & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. ASCD.