This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared reflection. More specifically, the two-fold goal of the study is to describe the nature of the student-teacher's main accomplishments on her teaching practice, if any, as well as on the quality of her reflection on that teaching practice; and to identify and characterise key stages in her developmental process throughout. The analysis adopts an ethnographic perspective and explores fragments of videotaped CLIL science lessons in English/L3 and other multimodal data (student-teacher's journal, academic reports and instructor's field notes) collected in a master's degree for secondary teachers in Barcelona, where Catalan and Spanish are co-official. Through Multimodal Conversation Analysis and Ethnographic Content Analysis, the study reconstructs the developmental process undertaken by the informant throughout one academic year. The analysis traces the student-teacher's progress both in the practical handling of the specific challenges of the CLIL lessons and in her progressive understanding of key issues in the domain of Second Language Acquisition (SLA); it also shows how teaching practice and reflection shape and fuel each other. In addition, it illustrates how CLIL teachers may benefit from tools developed in the field of Applied Linguistics in order to improve their professional skills.
This chapter problematizes the Classroom Interactional Competence (CIC) of learners and teachers working in Content and Language Integrated Learning (CLIL) contexts. Through Multimodal Conversation Analysis (CA), we consider how CIC is enacted in dialogues which focus on both subject content and English. Our analysis reveals that (a) teachers' deployment of multimodal resources ensures comprehension and self-selection; (b) teachers' questions and evaluative feedback may play a major role in guiding the students; (c) the scarcity of teacher elicitations aimed at more elaborated learner responses may limit the development of academic discourse; and (d) groupwork may become a privileged environment for students to deploy and develop L2 interactional resources.
Co-docencia; docencia complementaria; docencia en equipo o en tándem; AICLE; educación inclusiva; colaboración entre profesores; formación del profesorado; desarrollo profesional del profesorado; partenariado.
The Spanish Constitution presently in force was enacted in 1978 1 and it granted regional languages a co-official status alongside Spanish in the territories where such languages were spoken. In Catalonia, a bilingual Community 2 , this resulted in the progressive return of Catalan to schools, where it had been absent for the previous forty years. Soon afterwards, the Act on Linguistic Normalization (1983 3), emanating from the Statute of Autonomy (1979), generalized the use of the regional language as the medium of instruction for content subjects in kindergarten, primary and secondary education. Twenty-two years later, some of the main objectives set by the Act on Linguistic Normalization have been successfully achieved, whereas a few remain elusive. In the interim, a more complex linguistic scenario has emerged as a consequence of globalization and new realities are progressively making their way into schools. On one hand, society demands that schools raise their standards in international languages, which, for the moment, has resulted in (a) lowering the compulsory starting point for foreign language learning from the 1 Our gratitude to the editors and the anonymous reviewer for their comments and dedication. Special thanks are due to our colleague Luci Nussbaum for her feedback and support.
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