LACLIL > Vol 12, No 2 (2019)
http://hdl.handle.net/10818/50795
2024-03-29T07:07:58ZTeacher Professional Development in Language-Driven CLIL: A Case Study
http://hdl.handle.net/10818/50838
Teacher Professional Development in Language-Driven CLIL: A Case Study; Desarrollo profesional docente en AICLE basado en el lenguaje: un estudio de caso
Banegas, Dario Luis
The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.
23 páginas
2020-01-01T00:00:00ZFactores que influyen en la competencia de los docentes en servicio en la planificación CLIL
http://hdl.handle.net/10818/50839
Factores que influyen en la competencia de los docentes en servicio en la planificación CLIL
Custodio-Espinar, Magdalena
In spite of the multiple competencies necessary to design and deliver proper Content and Language Integrated Learning (CLIL) lessons, the teachers’ linguistic proficiency is the primary competence considered in the accreditation of CLIL teachers in Spain. However, teachers’ competence in planning CLIL lessons is key to bilingual education. This article explores this competence and reports on the several factors that influence the level of integration of CLIL methodological principles in the lesson planning style of in-service teachers at primary and secondary education. The factors studied are the stage of education, curricular subjects, teacher education, status at school, years teaching CLIL and type of school in a sample of 383 in-service CLIL teachers. Results show statistically significant differences in all the factors studied except in the stage of education (primary-secondary) and the type of school (state-semiprivate). These results reveal a high heterogeneity in the sample, which allows the description of the CLIL teacher profiles according to the factors that influence their competence in planning and delivering CLIL lessons. It is concluded that education and training in CLIL competencies, such as planning CLIL lessons, is also necessary in order to achieve a more homogeneous competence profile of the teachers. Therefore, a review of the academic programs and of the accreditation model so as to guarantee that they include prescriptive education and training in CLIL is recommended, since the quality and sustainability of bilingual programs also depends on teachers’ competence in CLIL and not only on the students’ academic results.
35 páginas
2020-01-01T00:00:00ZEstablishing Teacher-Student Rapport in an English-Medium Instruction Class
http://hdl.handle.net/10818/50837
Establishing Teacher-Student Rapport in an English-Medium Instruction Class; Establecimiento de una relación maestro-alumno en una clase de instrucción media en inglés
Santana, Josefina del Carmen
English-medium instruction classes in higher education are increasing in countries where English is not the first language. Though these courses offer advantages, they also offer concerns and challenges. One of these challenges is creating a rapport between a teacher and students who are working in a language that is not their own. Rapport is important because it has been linked to academic performance. This study explored possible differences in rapport between two groups of students who were taking a class on Communications Research at a Mexican university. One group took the class in their native language, Spanish, and the other one took the class in English. The teacher, the programme, and the materials were identical in both cases; they only differed in the language of instruction. The study is qualitative in the ethnographic tradition. Videos of classroom interactions were used as a data source, which were analysed and coded. Codes were based on rapport-building activities. The teacher’s log and the nine-item Student-Instructor Rapport scale complemented the study. The videos showed evidence of rapport-building activities in both the Spanish and English groups. The results of the scale showed that the students in the English group perceived a stronger rapport between the instructor and the students, than those in the Spanish group.
27 páginas
2020-01-01T00:00:00ZFeasibility of Introducing English as a Partial Medium of Instruction in Iranian Senior High Schools
http://hdl.handle.net/10818/50836
Feasibility of Introducing English as a Partial Medium of Instruction in Iranian Senior High Schools; Viabilidad de la introducción del inglés como medio parcial de instrucción en las escuelas secundarias iraníes
Reza Ghorbani, Mohammad
The use of Content and Language Integrated Learning has been increasing in many European countries simultaneous to the use of English as a medium of instruction in the non-Anglophone countries due to globalization and internationalization. Since the 1979 revolution, discussion on English as a medium of instruction in the Iranian formal education has been a taboo. This study aims to figure out the possibilities of introducing English as a partial medium of instruction (EPMI) for mathematics and science at senior high schools. The convergent mixed methods design was used to collect perspectives of students, content area teachers, parents, and administrative staff in Bojnord through e-mail interviews and survey questionnaires. The majority of the interviewees in the qualitative phase as well as most of the students, parents, teachers, and administrative staff in the quantitative phase have supported the possible use of EPMI. The findings of this study suggest future considerations to assist language education authorities in taking decisions to overcome students’ language proficiency constraints while developing efficient and effective programs for CLIL.
29 páginas
2020-01-01T00:00:00Z