The Multivoiced Classroom: Microteaching in EFL and CLIL Teacher Training
DOI:
https://doi.org/10.17507/tpls.1507.01Keywords:
preservice teachers, EFL, microteaching, feedback, self-efficacyAbstract
Studies report that a low level of competence in the foreign language can negatively affect both foreign language teachers’ ability to teach in the foreign language, and their perceived teacher self-efficacy. This can be a problem in countries where, as in Spain, many preservice English teachers begin their training with an intermediate to low level of English. This paper supports the view that conducting microteaching sessions can be an effective strategy in the training of prospective English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) teachers in mixed language ability classrooms. In this exploratory qualitative study we examined the processes and mechanisms that enable trainees to develop their own “voices” as EFL instructors. Three focus group interviews were conducted with 13 EFL teacher trainees, with a range of language proficiency levels, in a medium-sized Spanish university. Microteaching was associated with significant improvements in intermediate-level trainees’ pedagogical confidence, perceived self-efficacy, and emerging identity as future EFL practitioners. These changes were supported by collaborative group work, structured self- and peer assessment, and guided reflection. Framed within a socio-constructivist approach, microteaching offered a space for experimentation and feedback, enabling students to develop their instructional voice and teaching presence in English. These findings highlight microteaching’s value not only as a reflective learning tool, but also as a strategy for reducing the gap between language proficiency and teaching readiness in EFL teacher education. Implications are discussed for the design of language pedagogy courses in mixed-ability contexts.
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