Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context
Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explor...
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| Veröffentlicht in: | Language awareness Jg. 33; H. 4; S. 751 - 771 |
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| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
Abingdon
Routledge
01.10.2024
Taylor & Francis Ltd |
| Schlagworte: | |
| ISSN: | 0965-8416, 1747-7565 |
| Online-Zugang: | Volltext |
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| Zusammenfassung: | Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual secondary school in Madrid (Spain). Content and language teachers in pairs designed content and language integrated instructional sequences, implemented them, and assessed the students' output. Four sessions in which teachers reflected on the activity, in collaboration with researchers, were audio recorded, transcribed, and analyzed. The data were analyzed using a social realist framework for investigating knowledge-building practices, Legitimation Code Theory (LCT). The analysis showed how content and language teachers refer to three types of knowledge (content, language, and language and content integration) in terms of 'what' is known (conceptual frameworks) and 'how' it is approached (following specific methods). The results confirm the importance of developing CLIL teachers' language awareness through on-site collaboration which is closely linked to their normal teaching activities.
La investigación sobre los programas de Aprendizaje Integrado de Contenidos y Lenguas (AICLE) ha mostrado que los profesores tienen dificultades para integrar el contenido y la lengua en sus prácticas docentes, y que esto puede deberse a la falta de conciencia lingüística del profesor para este tipo de enseñanza. Este estudio explora cómo se manifiesta la conciencia lingüística de los profesores en relación a AICLE en su metalenguaje, en el contexto de una actividad de desarrollo profesional colaborativo que tuvo lugar en un instituto de educación secundaria bilingüe en Madrid (España). Los profesores de contenido y lengua, organizados en parejas, diseñaron secuencias didácticas que integraban contenido y lengua, las implementaron y evaluaron la producción de los estudiantes. Se grabaron en audio cuatro sesiones en las que los profesores reflexionaron sobre la actividad, en colaboración con los investigadores de este estudio. Estas sesiones fueron posteriormente transcritas para su análisis. Los datos se analizaron utilizando un marco social realista para investigar las prácticas de construcción del conocimiento, la Teoría de Legitimation Code Theory (LCT). El análisis mostró cómo los profesores de contenido y lengua se refieren a tres tipos de conocimiento (contenido, lengua e integración de contenido y lengua) en términos de "qué" se sabe (marcos conceptuales) y "cómo" se aborda (siguiendo métodos específicos). Los resultados confirman la importancia de desarrollar la conciencia lingüística de los profesores de AICLE a través de colaboraciones in situ que estén estrechamente vinculadas a sus actividades docentes habituales.
This study describes an on-site professional development seminar for a small group of content teachers and EFL teachers in a bilingual secondary school near Madrid. The aim of the seminar was to help teachers develop an integrated approach to language and disciplinary content in their areas. Discussions among the teachers during the seminar were recorded and analyzed for evidence of developing Teacher Language Awareness.
The three researchers, who work on content and language integrated learning (CLIL), provided input on Cognitive Discourse Functions (eg define, explain, evaluate, explore etc.) necessary for learning and the language required to express them, as well as on school genres, i.e. text structures through which knowledge in different subjects is created. With this base the English and content teachers collaborated to create learning activities which they implemented in class. These activities also triggered written production which the teachers evaluated using a Comparative Judgment platform, in which fast, intuitive evaluation of two texts presented on screen produces a ranking of the student texts. This provided material for discussion among the teachers on the criteria they had used in their decisions. Finally, the students themselves took part in a similar activity and discussed reasons for their own evaluations in class. Their judgments and reasons they gave for them were the focus of a final seminar.
The paper presents an analysis of the discussion in the seminars using Legitimation Code Theory, a sociological framework for distinguishing conceptions of knowledge in professional groups. Results showed how dialogue between content and language teachers on activities directly related to their practice provided opportunities for them to develop awareness of how language makes meaning in their subjects. More references to integrated content and language were found than to either separately. After putting the activities into practice, teachers referred more to the use of knowledge of their subjects than to theoretical knowledge in isolation. This was a satisfactory outcome of the seminar sessions. |
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| Bibliographie: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ISSN: | 0965-8416 1747-7565 |
| DOI: | 10.1080/09658416.2024.2385766 |