View in EDS

Validating the conceptual domains of elementary school teachers' knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts.

Saved in:
Bibliographic Details
Title: Validating the conceptual domains of elementary school teachers' knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts.
Authors: Wang, Mei-Jung, Yang, Li-Zu, Yang, Wen-Hsien
Source: Applied Linguistics Review; Mar2024, Vol. 15 Issue 2, p475-503, 29p
Subject Terms: ELEMENTARY school teachers, CONFIRMATORY factor analysis, EXPLORATORY factor analysis, FACTOR analysis, CRONBACH'S alpha
Geographic Terms: TAIWAN
Abstract: The purpose of this research is to validate the conceptual domains of teachers' knowledge and needs vis-à-vis content and language integrated learning (CLIL) within bilingual taught programmes in the Chinese-speaking setting of Taiwan. A Chinese version of a 'CLIL teachers' conceptual domain' scale was developed and administered to measure teachers' competence in using CLIL, the challenges they may face, and the training to be offered in their CLIL classrooms. Using exploratory factor analysis and confirmatory factor analysis, the results show that the internal consistency was supported by satisfactory Cronbach's alphas, the composite reliability of all three measures ranges from 0.75 to 0.93, and the AVE (average variance extracted) is between 0.43 and 0.70. These results suggest that the measures possess high internal validity, and there exists factorial and external convergent and discriminant validity. This validated questionnaire is an effective instrument for providing valuable insights for CLIL practitioners and training providers in Chinese-speaking contexts. [ABSTRACT FROM AUTHOR]
Copyright of Applied Linguistics Review is the property of De Gruyter and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Complementary Index
Description
Abstract:The purpose of this research is to validate the conceptual domains of teachers' knowledge and needs vis-à-vis content and language integrated learning (CLIL) within bilingual taught programmes in the Chinese-speaking setting of Taiwan. A Chinese version of a 'CLIL teachers' conceptual domain' scale was developed and administered to measure teachers' competence in using CLIL, the challenges they may face, and the training to be offered in their CLIL classrooms. Using exploratory factor analysis and confirmatory factor analysis, the results show that the internal consistency was supported by satisfactory Cronbach's alphas, the composite reliability of all three measures ranges from 0.75 to 0.93, and the AVE (average variance extracted) is between 0.43 and 0.70. These results suggest that the measures possess high internal validity, and there exists factorial and external convergent and discriminant validity. This validated questionnaire is an effective instrument for providing valuable insights for CLIL practitioners and training providers in Chinese-speaking contexts. [ABSTRACT FROM AUTHOR]
ISSN:18686303
DOI:10.1515/applirev-2021-0138