Coteaching and CIC strategies to promote participation and communication in a CLIL primary school setting

Abstract

The present paper focuses on coteaching as one of the many collaborative strategies to deal with students’ needs in foreign language education (Escobar Urmeneta, 2020). This research analyses the team teaching modality of coteaching in a CLIL (Content and Language Integrated Learning) setting in which both teachers equally share responsibilities and planning plays a fundamental stage to succeed in its implementation. The authors identify strategies used by both co-teachers to encourage students’ participation, identify students’ willingness to communicate and foster interaction in any CLIL primary classroom setting. The process of identification has been conducted by the analysis and transcription of three excerpts of a recorded CLIL Science lesson. Two vital recommendations emerge from this study: coteaching and co-planning on a regular basis increase the chances to interact with students and promote their participation and interaction involving multimodal ways of participation.