<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2528-7907</journal-id>
<journal-title><![CDATA[Revista San Gregorio]]></journal-title>
<abbrev-journal-title><![CDATA[Revista San Gregorio]]></abbrev-journal-title>
<issn>2528-7907</issn>
<publisher>
<publisher-name><![CDATA[Universidad San Gregorio de Portoviejo ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2528-79072022000100035</article-id>
<article-id pub-id-type="doi">10.36097/rsan.v0i49.1906</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Defining foreign language needs among pre-service CLIL teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Definiendo las necesidades idiomáticas entre profesores AICLE en formación inicial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Estrada Chichón]]></surname>
<given-names><![CDATA[José Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Cádiz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2022</year>
</pub-date>
<volume>1</volume>
<numero>49</numero>
<fpage>35</fpage>
<lpage>45</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2528-79072022000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2528-79072022000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2528-79072022000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract CLIL (Content Language Integrated Learning) teacher training represents an educational challenge, where language competence and performance play a key role. So, the objective of the present research paper is to uncover the training needs of pre-service CLIL teachers (i.e., bachelor&#8217;s degree in Primary Education students, 2020-21) at the University of Cádiz (Spain) concerning their English Foreign Language (EFL) skills. This is a mixed-methods research with a descriptive approach, in which the main research tool is The CEFR ALTE Skill Level Summaries (Council of Europe, 2001). The data analysis is based on a statistical study supported by beliefs of the informants using a quiz-based assessment tool (Socrative). The results reveal that written skills prevail over oral skills in EFL terms; there still exists a low number of qualified pre-service CLIL teachers in EFL; they have not yet achieved the necessary EFL proficiency to teach CLIL subjects; and finally, methodological training is also required and not just language training as far as CLIL teaching is concerned. Final recommendations are suggested.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación del profesorado AICLE (Aprendizaje Integrado de Contenido y Lengua Extranjera) representa un reto educativo, donde la competencia y el rendimiento lingüístico juegan un papel fundamental. Así, el objetivo del presente trabajo de investigación es descubrir las necesidades de los profesores AICLE es formación inicial (estudiantes de Grado en Educación Primaria, 2020-21) de la Universidad de Cádiz (España) respecto a su competencia en inglés como lengua extranjera (EFL, por sus siglas en inglés). Se trata de una investigación de corte mixto con un alcance descriptivo, en la que la principal herramienta de investigación es el CEFR ALTE Skill Level (Consejo de Europa, 2001). El análisis de los datos se basa en un estudio estadístico apoyado en las creencias de los informantes recopiladas mediante una herramienta de evaluación basada en cuestionarios (Socrative). Los resultados revelan que las destrezas escritas prevalecen sobre las orales en términos EFL; existe un escaso número de profesores AICLE en formación inicial acreditados en EFL; estos todavía no han alcanzado la competencia necesaria en materia EFL para enseñar las asignaturas AICLE y, por último, se requiere una formación metodológica y no solo lingüística en lo que respecta a la enseñanza AICLE. Se presentan recomendaciones finales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Bilingual education]]></kwd>
<kwd lng="en"><![CDATA[english]]></kwd>
<kwd lng="en"><![CDATA[foreign languages]]></kwd>
<kwd lng="en"><![CDATA[primary education]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="es"><![CDATA[Educación bilingüe]]></kwd>
<kwd lng="es"><![CDATA[enseñanza primaria]]></kwd>
<kwd lng="es"><![CDATA[inglés]]></kwd>
<kwd lng="es"><![CDATA[lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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