Which training courses would you like to have access to as a teacher? Why? Which is, in your opinion, the best way to share good practice amongst teaching professionals? Why?

I would like to have access to different courses, which allow me to train about a subject, or develop a project of pedagogical material among teachers, or share good didactic practices.

Teachers should share and learn good educational practices in order to promote language skills in education. Also to promote the “knowledge triangle”, this integrates education, research and innovation.

Teachers can develop their good practice through different training activities as: seminars or work groups or workshops. When I have done these activities, I have had the opportunity to learn and share many resources: experiences, stories, tools, and ways of addressing recurring problems in my daily classes.

By other hand now teachers are challenged to join in a European project like the Erasmus + program. Multilingualism is one of goals of the European project. The EU wants every citizen to have the opportunity to acquire at least two foreign languages, from an early age. All levels of education are included: school, vocational training, higher education and adult education. This new program aims to improve education and training capacities of individuals for the employability of students, teachers and workers.

In conclusion, at this moment we have the opportunity to improve the teaching- learning process through our own development of good educational practices by means of different mass like: information sessions, workshops, seminars, training courses, exhibitions, demonstrations, blogs, websites, dissemination platform. Also to share our own experiences with other profession partners.

As a vocational training teacher of Business Administration, now I have the challenge to teach English language through content classes. In this way I have, we have, the opportunity to make more attractive teaching programs. We can prepare our students to work in any country. Are you ready?

If you were not limited by the demands of the national/regional curriculum, what would you say is the most important thing you would teach your students about your subject (in a CLIL context)? How would you assess their learning?

In the first place, if I were not limited by demands of national and regional curriculum, I would like to teach my students learn to develop in real situations of everyday life.

So, I would put emphasis in experiential learning instead of working so many conceptual contents. Because I think that it is better that students develop skills that allow them to construct their own learning.

As a Technical teacher of Vocational Training, I would steer students in the direction of improving their professional capacities, values, and skills for their working future.

How would I assess their learning?

Assessment is one of the most difficult area for teachers in general and for CLIL teachers in particular. The assessment is an integral part of every lesson. Due to it, I would assess through:

• Diagnostic assessment:  before instruction, with the purpose of establishing a baseline from which to observe growth.
• Formative assessment: during instruction, with the purpose of providing on going feedback to students. This involves children in assessing their performance and deciding their next steps.
• Summative assessment: after the instruction, with the purpose of testing the learner outcomes.

Moreover CLIL teachers have to assess content and learning skills, and the use of language and decide how to do it. From my point of view, being CLIL teachers we should focus on content, “the language will be learnt in progress”. Therefore, content and skills first, then language.

By other hand, we have to select the tools we can use to assess not only the content but also the four language skills (listening, speaking, reading and writing). We can asses the language through a variety of approaches:

• Selected-response activities (true/false, matching, multiple choice).
• Constructed-response tasks (fill-in, short answers, performance assessments).
• Personal-response assignments (conference, oral reports, portfolio, essay writing, self- and peer-assessment, interviews). 

In conclusion, assessment is a difficult area for a CLIL teacher because we have to assess the content and the language. Moreover, I would like to coach my students so they can achieve a good job; I therefore prefer to use assessment for learning and not assessment of learning.