Coteaching in CLIL in Catalonia

Cristina Escobar Urmeneta


This article addresses the issue of coteaching in Content and Language Integrated Learning (CLIL) contexts. It does so by retrieving and reviewing data from previous studies on CLIL projects carried out in school-university partnership with three secondary schools based in Barcelona and its metropolitan area, in Catalonia (Spain), in which coteaching was adopted as a strategy for inclusive CLIL.  In this multiple case study, the focus is primarily on (a) understanding the way in which coteaching became a key pedagogical strategy in each school; (b) characterizing the modalities of coteaching used in each case. And (c) determining the possible reasons for the longevity of two of the experiences presented. 


Coteaching (co-teaching); complementary teaching; team teaching; CLIL; inclusive education; teacher collaboration; teacher education; teacher development; partnership.

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