According to an article in the February 1 edition of the ELGazette, p. 13, http://mag.digitalpc.co.uk/Olive/ODE/ELGAZETTE/ , Anthony Bruton raises his doubts on the efficacy of CLIL (and EFL) in Andalusia and one of the reasons for this is – I venture to say his major reason – is teacher selection. See selected quotes below:
“The question then becomes an institutional one, not necessarily a local cultural one: why do state communicative initiatives for FLs generally fail?
One factor, which would be very difficult to investigate, may be teacher selection.”
Then explaining the relative CLIL success of the private (CLIL) sector,
“The other implicit feature of programmes that are selective is that they probably rely on motivated teachers who have opted in as well. In other words, there is also teacher self-selection, and, as I mentioned above, teacher selection is probably crucial, and then there is the training.”
Or to put it in my plain and provocative rhetoric, “when CLIL works in Andalusia then it is in the private sector because of more motivated and better trained teachers”.
Which raises several hopefully, interesting questions:
Is this true?
Is this also the case in other countries? And if so, why?