Published

2023-07-28

Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English

Emociones de profesores de AICLE en formación en la enseñanza de materias en inglés

DOI:

https://doi.org/10.15446/profile.v25n2.103916

Keywords:

bilingual teaching, content and language-integrated learning, emotion, preservice teacher, teaching practice (en)
aprendizaje integrado de contenidos y lenguas extranjeras, emoción, enseñanza bilingüe, profesor en formación, práctica pedagógica (es)

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This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master’s degree in bilingual education (Spanish–English) for primary and secondary school teachers to determine the emotions experienced and the causative factors. The participants completed a questionnaire which showed that positive emotions were more frequent than negative ones. The variable causing such feelings included the subject taught, the sex of the teaching staff, previous experience, attitudes of educational centre tutors, and the students themselves. Therefore, the study highlights the affective dimension of teaching content and language-integrated learning.

Este artículo presenta un estudio exploratorio y descriptivo sobre las emociones de futuros profesores de aprendizaje integrado de contenidos y lenguas extranjeras. El estudio, realizado en una universidad española, buscó analizar la experiencia práctica de diecinueve profesores en formación de un máster en enseñanza bilingüe (español-inglés) para la educación primaria y secundaria para determinar las emociones experimentadas y sus causas. Los participantes completaron un cuestionario cuyo análisis evidenció que las emociones positivas se experimentaron en mayor medida que las negativas, siendo la materia impartida, el sexo del profesorado, la experiencia previa, la actitud del tutor de los centros y los propios estudiantes las causas de dichas emociones. El estudio pone de manifiesto la dimensión afectiva del aprendizaje integrado de contenidos y lenguas extranjeras.

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How to Cite

APA

Belmonte Carrasco, L. & de la Maya Retamar, G. (2023). Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English. Profile: Issues in Teachers’ Professional Development, 25(2), 185–199. https://doi.org/10.15446/profile.v25n2.103916

ACM

[1]
Belmonte Carrasco, L. and de la Maya Retamar, G. 2023. Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English. Profile: Issues in Teachers’ Professional Development. 25, 2 (Jul. 2023), 185–199. DOI:https://doi.org/10.15446/profile.v25n2.103916.

ACS

(1)
Belmonte Carrasco, L.; de la Maya Retamar, G. Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English. Profile: Issues Teach. Prof. Dev. 2023, 25, 185-199.

ABNT

BELMONTE CARRASCO, L.; DE LA MAYA RETAMAR, G. Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English. Profile: Issues in Teachers’ Professional Development, [S. l.], v. 25, n. 2, p. 185–199, 2023. DOI: 10.15446/profile.v25n2.103916. Disponível em: https://revistas.unal.edu.co/index.php/profile/article/view/103916. Acesso em: 17 mar. 2026.

Chicago

Belmonte Carrasco, Lucía, and Guadalupe de la Maya Retamar. 2023. “Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English”. Profile: Issues in Teachers’ Professional Development 25 (2):185-99. https://doi.org/10.15446/profile.v25n2.103916.

Harvard

Belmonte Carrasco, L. and de la Maya Retamar, G. (2023) “Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English”, Profile: Issues in Teachers’ Professional Development, 25(2), pp. 185–199. doi: 10.15446/profile.v25n2.103916.

IEEE

[1]
L. Belmonte Carrasco and G. de la Maya Retamar, “Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English”, Profile: Issues Teach. Prof. Dev., vol. 25, no. 2, pp. 185–199, Jul. 2023.

MLA

Belmonte Carrasco, L., and G. de la Maya Retamar. “Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English”. Profile: Issues in Teachers’ Professional Development, vol. 25, no. 2, July 2023, pp. 185-99, doi:10.15446/profile.v25n2.103916.

Turabian

Belmonte Carrasco, Lucía, and Guadalupe de la Maya Retamar. “Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English”. Profile: Issues in Teachers’ Professional Development 25, no. 2 (July 28, 2023): 185–199. Accessed March 17, 2026. https://revistas.unal.edu.co/index.php/profile/article/view/103916.

Vancouver

1.
Belmonte Carrasco L, de la Maya Retamar G. Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English. Profile: Issues Teach. Prof. Dev. [Internet]. 2023 Jul. 28 [cited 2026 Mar. 17];25(2):185-99. Available from: https://revistas.unal.edu.co/index.php/profile/article/view/103916

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2. Jeesson Stiven Contreras Avendaño, Alejandro Malaver Duarte, Juan Esteban Morales Vargas, Judith Castellanos Jaimes. (2024). Retos de la enseñanza del inglés: el caso de un colegio público. Enunciación, 29(2), p.253. https://doi.org/10.14483/22486798.21435.

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