Expanded Agency in Multilingual Science Teacher Training Classrooms

Robles, S. Lizette Ramos de; Espinet, Mariona

doi:10.1007/978-94-007-4563-6_12

Cited by 4 publications

(4 citation statements)

References 9 publications

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“…As he pointed (A-D) he began to say …ehm… multiple times, and then his rate of gesturing in the air increased (E-H) as has been shown to occur when one is working in a non-native language (Ramos and Espinet 2013). Zach next shifted his gaze away from the teacher (from left to right) and placed his hand to his mouth (H).…”

Section: Example 1 -Embodied Discussion With a Teachermentioning

confidence: 97%

Underscoring the value of video analysis in multilingual and multicultural classroom contexts

Wilmes

Fernández

Gorges

et al. 2018

Video J. of Educ. and Pedagogy

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This article presents multiple episodes drawing from three distinct research projects conducted in multilingual classrooms in Luxembourg, to underscore the value of video analysis in culturally and linguistically diverse classroom contexts. We show how video analysis that valorizes the non-verbal in interaction has the ability to reveal communicative resources often masked by analysis rooted in the verbal. From the examples presented, that span teacher and student interactions in both elementary and secondary classrooms, we make a methodological argument based on analytical approaches utilized in all three research projects to demonstrate how we have come to an expanded notion of voice in our research that is revealed through multimodal video analysis. Specific analytical approaches that illuminate the embodied and multimodal aspects of voice are discussed. We conclude by underscoring the benefits of embodied and multimodal approaches to video analysis for research with all students, but most importantly for students often marginalized through analytical approaches that prioritize the verbal. Finally, we discuss the implications of video research that works to highlight resource-rich views of teaching and learning across learning contexts.

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Section: Example 1 -Embodied Discussion With a Teachermentioning

confidence: 97%

Underscoring the value of video analysis in multilingual and multicultural classroom contexts

Wilmes

Fernández

Gorges

et al. 2018

Video J. of Educ. and Pedagogy

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show abstract

“…The linguistic component of CLIL teacher training should consider specific instructional contexts (Gustafsson, 2018;Kewara, 2017). CLIL teachers should also be able to notice difficulties connected to students' language proficiency and be able to apply verbal and non-verbal tools to improve the comprehension of science content (Bier, 2016;Choi et al, 2014;Hillyard, 2011;Hu & Gao, 2020;Kampen, Admiraal & Berry, 2018;Macaro et al, 2018;Papaja, 2015;Robles & Espinet, 2013;Tarasenkova et al, 2020).…”

Section: Clil Science Teacher: Content Through Languagementioning

confidence: 99%

“…Since the CLIL science teacher training is a long-term education (Kewara, 2017;Macaro et al, 2018;Mcdougald, 2016), then during the primary study of CLIL, it is necessary not only to develop an extensive teacher's vocabulary of the taught discipline but also develop the ability to explain new physics concepts in their own words, using graphical tools, relying on formulas, etc. (Airey, 2012;Hu & Gao, 2020;Kunioshi et al, 2015;Mahan, 2020;Perez, 2019;Robles & Espinet, 2013;Tarasenkova et al, 2020). The linguistic and didactic competence concept of A. I. Surygin, L. Vilkancienė, and I. Rozgienė (Vilkancienė & Rozgienė, 2017) implies not only the interaction of language and content but also the possession of existing linguistic and methodical tools and creation of their approaches.…”

Section: Clil Science Teacher: Content Through Languagementioning

confidence: 99%

“…On the other hand, one of perhaps the most challenging aspects of training a contemporary CLIL teacher is the readiness to create material and tools for content learning assessment (Airey, 2012;Perez, 2019), evaluate, and compare the effectiveness of using various scaffoldings in teaching science using CLIL approach (Kampen, Admiraal & Berry, 2018;Kewara, 2017;Lo et al, 2018;Rodríguez & Saray, 2018;Urmeneta & Evnitskaya, 2014). Students with different content knowledge and language proficiency require various scaffoldings during their CLIL science classes (Mahan, 2020;Robles & Espinet, 2013). It represents the current support for the students, which in the future will help them to do it by themselves (Couto-Cantero & Bobadilla-Pérez, 2018).…”

Section: Clil Science Teacher As a Creator Of Content Through Languag...mentioning

confidence: 99%

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Analysis of Teaching Physics Through Interim Language as Preconditions for Humanitarian Training of Science Teachers for Differentiated Approach in CLIL

2022

JHETP

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The paper studies the humanitarian component of CLIL (Content and Language Integrated Learning) science training of teachers by reviewing theoretical researches and practical approaches presented in scientific reports and analyzing the results of an experiment conducted with international first-year students of Volgograd State Medical University (VolgSMU) when studying physics in English as the interim language. The research design involves seeking the humanitarian components of CLIL science teachers' training by studying scientific reports and analyzing the preparedness of international VolgSMU students in physics. Main findings include determination and the description of significant heterogeneities among the CLIL students related to their preliminary preparedness subject and language components. The research results can be applied to design the CLIL science teachers' training for (1) conducting the educational process in a non-native language with the application of a differentiated approach and relying on integrated linguistic and methodical techniques, and (2) analyzing the preliminary preparedness of students for CLIL education on the example of teaching physics in English.

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