Content and Language Integrated Learning (CLIL) pedagogies in Queensland

Smala, Simone

doi:10.5172/ijpl.2013.8.3.194

Cited by 9 publications

(3 citation statements)

References 11 publications

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“…A systematic search of Education and ERIC databases 2000-2017 for 'stakeholder' and for 'senior leader perspectives on CLIL' revealed two studies exploring school leaders' views about CLIL. An Estonian study on programme management that included views from principals and vice principals, identified the central management of and training for CLIL programmes as vital to the programme's success (Mehisto and Asser, 2007); a Queensland study included programme directors' perspectives as well as teachers on CLIL pedagogies (Smala, 2013). In Queensland programme directors, whose role includes the oversight of bilingual programmes, operate individual programmes with no umbrella support, in a national climate where second language learning is not prioritised.…”

Section: Senior Leader Perspectives From Other Studiesmentioning

confidence: 99%

School leaders’ perspectives on content and language integrated learning in England

Bower

2019

Language, Culture and Curriculum

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This article investigates school leader perspectives on Content and Integrated Learning (CLIL) based on findings from an empirical research study undertaken in three state secondary schools in England, to investigate (CLIL). The article argues the importance of the role of senior leaders in developing and sustaining CLIL initiatives. Perspectives about CLIL from 12 leaders are presented using semi-structured interviews from three schools where different models of CLIL are practised: headteachers, senior leaders responsible for the school oversight of such programmes and curriculum leaders responsible for developing the work in specific subjects. This article offers a unique contribution to the field by its focus on school leaders' perceptions of and commitment to CLIL from their involvement in contrasting CLIL contexts in the self-improving school context of England. There are no existing studies that focus on senior leaders' perspectives in the secondary sector. In spite of numerous limitations presented by the current national policy landscape, the findings reveal that school leaders perceive CLIL to make a potentially strong contribution to the pressing school improvement agenda through acceleration of learner progress characterised by high levels of pupil concentration, effort, enjoyment and progress.

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Section: Senior Leader Perspectives From Other Studiesmentioning

confidence: 99%

School leaders’ perspectives on content and language integrated learning in England

Bower

2019

Language, Culture and Curriculum

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“…For the purposes of this article, we are focusing on one research question: What role does strategy instruction have in the integration of content and language in the CLIL classroom? For a more detailed overview of the base study, several articles provide analyses of the unique experiences of teachers when two (or more) languages are used as a medium of instruction (Smala, 2013(Smala, , 2014(Smala, , 2016.…”

Section: Teachers Reflecting On Clil Programsmentioning

confidence: 99%

Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

Zarobe¹,

Smala²

2020

JPLL

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This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the interrelatedness of teaching, learning and using language learningstrategies in CLIL. We approach metacognitive awareness from two positions: 1) as a concept that describes self-regulated learning in students and constitutes one of the important areas of language learning strategies (metacognitive strategies), and 2) as a key concept when describing the decisions teachers make in their pedagogical planning and implementation, including when deciding on which language learning strategies to single out for instruction, and how to instruct these. We understand these two positions as interrelated and “speaking to each other”, scaffolding the learning processes through focused attention to vocabulary and language structures needed for content message and understanding. For future research, we propose a focus on CLIL teachers’ reflective cycles that take into account students’ prior knowledge (e.g., cognates, language learning strategies learnt in mainstream language classes, understanding of subject-specific concepts in native language), to build up a repertoire of language learning strategies and strategy instruction that supports the processes when integrating language and content learning.

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“…Additionally, the United States does not have national DLI teacher preparation standards, even though there is a consensus in the field that effective DL teaching demands a very specialized pedagogy (Lachance, 2017). Outside the United States, research has been conducted on a variety of second language models using the Content and Language Integrated Learning (CLIL) pedagogy (Dalton-Puffer et al., 2010; Perez-Canado, 2012; Smala, 2013). Although CLIL and DLI are not synonymous, Perez-Canado (2012) noted that while CLIL is being widely implemented across Europe, its impact is not well documented.…”

Section: Introductionmentioning

confidence: 99%

A first-year middle school science teacher's experiences navigating science content in a Dual Language Immersion Program

Morrell

Hood

Mellgren³

2019

Heliyon

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Dual Language Immersion Programs (DLIPs) are offered as a way to address the needs of the students in our classrooms with a primary language other than English and a way to promote multilingualism for both English learners and native-English speakers. This study examined a first-year middle school science teacher's experience teaching in a DLIP. The authors focused on the teacher's challenges and how he handled the tensions between teaching science content and addressing issues of language development in a DLIP classroom environment. Based on classroom observations, pre- and post-year interviews, and weekly teacher reflections, themes emerged that reveal the teacher's concern with teaching science in Spanish, the need for support from both administration and science content and DLIP mentors, students' willingness to use Spanish, and the teacher's lack of familiarity with DLIP curriculum and pedagogy, particularly in regard to balancing the teaching of content and language. This study provides implications for both teacher preparation programs and for DLIP school administrators.

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Content and Language Integrated Learning (CLIL) pedagogies in Queensland

Cited by 9 publications

References 11 publications

School leaders’ perspectives on content and language integrated learning in England

School leaders’ perspectives on content and language integrated learning in England

Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

A first-year middle school science teacher's experiences navigating science content in a Dual Language Immersion Program

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