Behaviour management in CLIL contexts: an analysis of teachers’ interventions on misbehaviour through logical consequences and assertive discipline

Abstract

The fervent demand for English has gradually led to the implementation of CLIL programmes in the schools across the country. Against this backdrop, new challenges related to the use of the second language may appear in addition to the ones already faced by teachers, such as behaviour management. This dissertation explores CLIL teachers’ perceptions and practices for managing misbehaviour, as well as the influence that the second language has in the lessons.