Exploring teacher support for a content and language integrated modern languages curriculum

Abstract

This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of 'Content in MFL'. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of language-related content in the areas of Language Awareness and Cultural Awareness. The aims of the study were to explore the areas of content that teachers viewed as relevant to their MFL teaching, as well as the extent to which the introduction of MFL-specific content addressed teachers' concerns regarding their practice. Perceived obstacles to the refocused curriculum were also addressed. Findings suggest that cultural content was a more relatable concept than languagerelated content for teachers in this study but also that language proficiency remained their central concern. Implications for the further development of the proposed content-focused curriculum are discussed.

Emotions of CLIL Preservice Teachers in Teaching Non-Linguistic Subjects in English

“…As mentioned above, the language requirements of CLIL teachers can be a significant emotional challenge that can impact teacher identity development, as language proficiency is one of their main concerns during their training (Mearns & Platteel, 2021). Some non-native English-speaking teachers may need more self-confidence in their language skills.…”

Language Learning beyond English in the Netherlands: A fragile future?

“…Among others, they stress the need for more engaging and challenging content (Meesterschapsteam mvt, 2018). In particular for the pre-professional (HAVO) and pre-academic (VWO) tracks, language and culture related content taught using CLIL methodology (Mearns & Platteel 2020) might inspire more students to choose a MFL for senior secondary school.…”

Integrating intercultural literary competence

“…Responding to the question how teachers interpret the curriculum, we explored our context and have reported in detail on beliefs and practices about interculturality and literary pedagogy of foreign language teachers in the Netherlands in a contribution to Levende Talen Tijdschrift ; see Chapter 2). As this Dutch journal is often consulted by teachers, teacher educators and teachers in training, this analysis of the perceived curriculum has been used as point of departure for various students' master theses (e.g., Brinkman, 2021;de Quay, 2020) and as a resource for other educational research at the implemented level, such as a professional development project aimed at teachers and teacher educators in foreign language teaching (Mearns & Platteel, 2021). It has also been used for explorations on the intended level (Tammenga-Helmantel et al, 2020).…”

“…For these design principles to have far-reaching implications for teaching practice, it is essential that they are picked up by teachers and teachers in training, and implemented in actual classrooms. In order to transition from skill-based foreign language classrooms towards more integrated foreign language classrooms where teachers are experts who teach subject-specific knowledge about 'their' languages interwoven with the language, it is essential to include CLIL-pedagogy in the curricula of teacher training institutions and in teacher professional development projects (e.g., Mearns & Platteel, 2021). To make sure the principles described in the scholarly paper (2021b) will reach the target population, I presented these general pedagogical principles at various teacher education institutions, also for other languages than Spanish, i.e., University of Amsterdam (ILO), Leiden University (ICLON), Utrecht University (GST), and also at teacher professionalization days, i.e., Teacher Academy Radboud University, Dutch Association for Spanish Teachers (VDSN), and I will continue to do so after completing this doctoral thesis.…”