Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 269–285
CLIL teachers’ professionalization
Between explicit knowledge and professional identity
This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.
- Teacher knowledge and identity
- Knowledge and identity in CLIL teacher research
A study of CLIL teacher knowledge and identity
- CLIL teachers between pedagogical and disciplinary orientation
- Case I
- Case II
- Comparison of cases
Cited by 7 other publications
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