Success or Failure? Polish CLIL Teachers’ Perspective: A Qualitative Study Based on Interviews

Katarzyna Papaja

doi:10.18290/rh257310.7

Data publikacji : 2025-12-29

Tom 73 Nr 10 (2025)

Sukces czy porażka? Perspektywa polskich nauczycieli CLIL. Badanie jakościowe oparte na wywiadach

Katarzyna Papaja

https://orcid.org/0000-0003-2808-443X

DOI: https://doi.org/10.18290/rh257310.7

Abstrakt

Niniejsze badanie analizuje skuteczność zintegrowanego kształcenia przedmiotowo-językowego (CLIL) z perspektywy nauczycieli w kontekście edukacyjnym Polski. Chociaż CLIL jest uznawany za skuteczny model integracji treści przedmiotowych z nauczaniem języków obcych, jego wdrażanie w Polsce pozostaje niedostatecznie zbadane, szczególnie w odniesieniu do kompetencji i postrzegania nauczycieli. Opierając się na danych jakościowych uzyskanych z wywiadów z 149 nauczycielami CLIL ze szkół podstawowych, gimnazjów i liceów, badanie analizuje, jak nauczyciele postrzegają sukcesy i porażki w swojej praktyce CLIL, a także dostrzegane zalety i wady tego podejścia. Wyniki sugerują, że chociaż wielu nauczycieli postrzega CLIL jako szansę na rozwój zawodowy i postępy uczniów, nadal istnieją poważne wyzwania. Należą do nich przeciążenie programem nauczania, niewystarczające szkolenia nauczycieli, brak odpowiednich materiałów oraz kwestie systemowe, takie jak końcowe oceny przeprowadzane w języku polskim, a nie w języku docelowym CLIL. Pomimo tych przeszkód wielu nauczycieli zgłasza poczucie spełnienia związane z zaangażowaniem uczniów i ich sukcesami, zarówno w nauce, jak i w życiu zawodowym. Badanie podkreśla potrzebę ukierunkowanego wsparcia instytucjonalnego, reformy programu nauczania i lepszego przygotowania nauczycieli w celu zwiększenia skuteczności i trwałości CLIL w Polsce.

Słowa kluczowe:

CLIL, kształcenie nauczycieli, badania jakościowe, nauczanie zintegrowane treści i języka, refleksja, rozwój zawodowy

Szczegóły

Bibliografia

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Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa – Użycie niekomercyjne – Bez utworów zależnych 4.0 Międzynarodowe.

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