Ja. Insbesondere in der Anlaufphase ist mit einem Mehraufwand zu rechnen, der mit der Einarbeitung aktueller Entwicklungen in ein Unterrichtsfach vergleichbar ist. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 15 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 15)
Oder anders gefragt: I already have a huge workload. Do I have to create all the materials and resources that I need?
Nicole Hofstadler et al. deal with this question in their study on CLIL teachers´ wellbeing (The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers’ wellbeing.) conducted just recently:
„With regards to CLIL, however, increased workload seems to be primarily connected to the need to design, collect, and assemble teaching materials. The majority of interviewed teachers (12/16) complained about the lack of CLIL teaching material, explaining that there is no CLIL school book that could be ordered for all the students (3/16). While a minority of schools have a selection of CLIL material either in form of ‘small cupboard’ (I9) or a Moodle course (I15), others are left to design and adapt (11/16) and/or translate their own materials (2/16). ) /…/ On the class level, the interviewed CLIL teachers (9/16) specifically mentioned that their colleagues helped their classroom practices through the sharing of materials.“ (Hofstadler et al., 2020, p. 8)
Needless to say that enthusiasm for CLIL is crucial … and it´s enthusiastic teachers like you who are key.
If you want to learn more about enthusiasm for CLIL, let me know.
For more information, get in touch with your online CLILvoc coach, please.