CLIL in Pre-Primary Education: The Views of In-Service and Pre-Service Teachers

Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest analysing stakeholders’ perceptions needs increased. This article a twofold aim: (1) to analyse pre-primary teachers’ CLIL knowledge, (2) identify expected benefits, challenges, perceived that implementation may entail for themselves, their students. To do so, 129 teachers (N=76 in-service, N=53 pre-service) responded an online survey. Answers were coded with Atlas.ti, visualisations created R. Results showed most in-service know what is, while pre-service are rather unfamiliar it. Teachers have positive expectations regarding potential benefits students teachers. However, not feel ready implement it pre-primary, because of lack teacher training programmes (on methodology FL), scarcity resources (e.g., guidelines, materials, support).