Becoming a “language-aware” content teacher
Content and language integrated learning (CLIL) teacher professional
development as a collaborative, dynamic, and dialogic process
Building on and extending the frameworks of Teacher Language Awareness (TLA) in
second/foreign language education and content-based/CLIL education (Andrews, 2007; Andrews & Lin, 2017; Lindahl & Watkins, 2015), this chapter argues that
effective teaching of academic content in an L2 requires a special kind of
teacher knowledge that goes beyond simple addition of content knowledge and
Knowledge About Language (KAL). Through an ethnographic case study, the
researchers investigated the development of a science teacher’s TLA and teacher
identity through her participation in a school-university collaborative project.
Based on analysis of data from classroom observations, interviews, and lesson
video stimulated commentaries, the researchers have developed a model focusing
on CLIL teacher professional development as a collaborative, dynamic and
dialogic process, where both teachers and teacher educators (TEs) are
co-developing their knowledge and expertise in CLIL.
Article outline
- 1.Introduction
- 2.CLIL TLA development in boundary-crossing communities of practice (COP)
- 3.Research design
- 3.1Context of the study
- 3.2Data collection and analysis
- 4.Findings
- 4.1Pre-collaboration stage: A content teacher and science language
user
- 4.2Early collaboration: A content teacher and language
analyst
- 4.3Mid-term collaborations: A CLIL
teacher with emerging
TLA
- 4.4Later collaborations: A CLIL
teacher with advanced
TLA
- 5.Discussion
- 6.Conclusion: A lens for conceptualising CLIL teacher education as a collaborative,
dynamic, and dialogic process (CDDP)
-
Notes
-
References
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