2. The Thrills and Ills of Content and Language Integrated Learning

Hofstadler, Nicole; Talbot, Kyle; Mercer, Sarah; Lämmerer, Anita

doi:10.21832/9781788928342-006

Cited by 3 publications

(4 citation statements)

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“…Secondary CLIL teachers' feelings of job satisfaction were also positively associated with materials generation and the enjoyment that comes from this. This finding partially supports Hofstadler et al (2020) in part. They found in their sample of Austrian CLIL teachers that materials creation was neither wholly positive or negative; it entailed more work for these teachers but also allowed them to express their creativity and feel pride and accomplishment in their work.…”

Section: Discussionsupporting

confidence: 75%

“…Factors facilitating teacher agency included autonomy, an openness to change, flexibility, and collegiality. Similar to Pappa et al (2017), others have lamented about the lack of available resources for CLIL teachers (Bovellan, 2014;Cammarata & Tedick, 2012), although material creation has also been shown to be an outlet for teachers to positively express creativity in their work (Hofstadler et al, 2020).…”

Section: Clil and Emi: Challenges And Opportunitiesmentioning

confidence: 99%

“…These expectations include the need to be both a subject and language expert. These additional roles, responsibilities and expectations can affect the professional integrity of the teachers in these programs in positive, negative, or ambiguous ways (Hofstadler et al, 2020). In one study, Moate (2011) aimed to investigate how teaching in a foreign language impacted teachers' senses of professional integrity in the Finnish CLIL context.…”

Section: Clil and Emi: Challenges And Opportunitiesmentioning

confidence: 99%

“…CLIL/EMI settings are growing in the number of programs and in terms of geographical spread (Dearden, 2015), yet few studies report on how these contexts and professional roles may affect teachers' well-being and job satisfaction (see Hofstadler et al, 2020;Moate, 2011;Pappa et al, 2017;Talbot et al, 2021). Given how important teacher wellbeing is for their professional practice and personal happiness (Barber & Mourshed, 2007;Day et al, 2007) it is vital to understand the potential impact that these new professional profiles may have.…”

mentioning

confidence: 99%

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The Well-being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria

Hessel¹,

Talbot²,

Gruber³

et al. 2020

JPLL

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Previous studies have highlighted the unique challenges that may threaten the well-being of teachers in CLIL/ EMI contexts, as well as unique opportunities that may positively impact their well-being (Moate, 2011; Pappa et al., 2017; Talbot et al., 2021). Results from Talbot et al. (2021) suggest that, in the Austrian context, the well-being of secondary CLIL teachers may be more at risk than that of tertiary EMI teachers. As such, the present study aimed to investigate this notion further through a comparative survey examining the well-being and job satisfaction of secondary CLIL and tertiary EMI teachers in Austria. In total, 123 secondary CLIL teachers and 219 tertiary EMI teachers completed the questionnaire survey. Results show that CLIL teachers tended to score consistently lower on several key dimensions related to well-being than EMI teachers, while the differences in job satisfaction were far less pronounced. Thus, the findings of this study lend empirical support to the notion that CLIL teachers at Austrian secondary schools may be more at risk in terms of their well-being than their colleagues at tertiary level. The survey data also provides valuable insights into teacher beliefs associated with professional well-being. An important implication for practice is that those teachers who felt more adequately trained to teach CLIL/EMI classes tended to report significantly higher professional well-being than their colleagues at both the secondary and tertiary level.

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Section: Discussionsupporting

confidence: 75%

Section: Clil and Emi: Challenges And Opportunitiesmentioning

confidence: 99%

Section: Clil and Emi: Challenges And Opportunitiesmentioning

confidence: 99%

mentioning

confidence: 99%

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The Well-being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria

Hessel¹,

Talbot²,

Gruber³

et al. 2020

JPLL

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A longitudinal test of the impact of CLIL on language emotions and learning motivation

Mettewie,

Van Mensel,

De Smet

et al. 2024

System

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The agency of CLIL primary school teachers in Austria

Gruber

Mercer

2021

JICB

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Although recent years have seen a growth in studies examining teacher agency, educators working in the primary sector remain a relatively under-researched population. One specific group of teachers in primary education are those who teach Content and Language Integrated Learning (CLIL). In this study, we wanted to understand how CLIL primary teachers’ sense of agency helped them to navigate this professional role, considering factors in their ecologies which supported or inhibited their agency. Based on semi-structured, in-depth interviews with six primary school CLIL teachers, this study shows that even though these teachers were initially passionate about CLIL, they all ultimately exercised their agency as teachers in giving up on CLIL due to a limited sense of agency in the particular role as a CLIL educator.

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2. The Thrills and Ills of Content and Language Integrated Learning

Cited by 3 publications

References 0 publications

The Well-being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria

The Well-being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria

A longitudinal test of the impact of CLIL on language emotions and learning motivation

The agency of CLIL primary school teachers in Austria

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