Integration PCK: Modeling the Knowledge(s) Underlying a World Language Teacher's Implementation of CBI

Abstract

This case study enabled researchers to understand the knowledge embedded in a world language teacher's enactment of content‐based instruction (CBI) through the lens of a theoretical model inspired by Shulman's (1987) construct of pedagogical content knowledge (PCK). The model, called integration pedagogical content knowledge (I–PCK), represents an adaptation of PCK that explicitly addresses the expanded set of content knowledge that is necessary for teachers to effectively implement CBI. Through descriptions of the participant's knowledge and experiences, the case study documents the I–PCK model in action, highlighting her strengths when integrating both academic content and world language learning and allowing specific areas that were in need of further development to be pinpointed. Findings suggest that the model can inform the work of language teacher education and professional development focused on CBI.

When culture is content: Applications for content-based instruction in the world language classroom

“…This tension has been theorized by Troyan et al (2017) as reflecting WL teachers’ need for ‘integrated pedagogical content knowledge’ (I-PCK). This model, building on Shulman’s pedagogical content knowledge (PCK) model (Shulman, 1987), in part frames the interplay between teachers’ content knowledge of language as a discipline (PCK-L), content knowledge of content that is not linguistic in nature (PCK-C), and the convergence of content knowledge about content and content knowledge about the second language (CK-L/C).…”

“…This model, building on Shulman’s pedagogical content knowledge (PCK) model (Shulman, 1987), in part frames the interplay between teachers’ content knowledge of language as a discipline (PCK-L), content knowledge of content that is not linguistic in nature (PCK-C), and the convergence of content knowledge about content and content knowledge about the second language (CK-L/C). Troyan et al (2017) argued that the success of CBI grows out of synergy between these related, but distinct types of knowledge when they become integrated. They suggested that WL teachers may need professional development to ‘cultivate a nuanced understanding of how to focus on content and form simultaneously’ (Troyan et al, 2017, p. 472).…”

“…Met has suggested simply that content be ‘cognitively engaging and demanding’, and reach beyond the target language or culture(s) (1999, p. 150). While a narrow definition of content as exclusively academic in nature may serve immersion and ESL contexts well, WL classrooms present a unique set of demands and challenges for a content-based approach (Troyan, Cammarata & Martel, 2017).…”

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“…However, the gains of LCE are claimed to be largely dependent on the way teachers perceive, and implement it, especially that it is portrayed not to belittle the teacher's role but, rather, to multiply it (Ilieva, Wallace, & Spiliotopoulos, 2019;Van den Branden, 2016), a premise that maybe challenging to many teachers (Kaymakamoglu, 2018;Yamagata, 2018). In addition, previous studies have indicated that the implementation of LCE pedagogies requires high levels of awareness and specialized skills on behalf of teachers, together with encouraging school environments (Marwan, 2017;Shehadeh;Troyan, Cammarata, & Martel, 2017). Similarly, despite that several studies advocate that implementing LCE is challenging in terms of both course design and the development of instructional methods and materials (Bai & González, 2019;Philominraj, Jeyabalan, & Vidal-Silva, 2017), a number of research reports have shown that LCE has been successfully implemented even where teacher-centered instruction used to be the norm (Yu & Liu, 2017).…”

Looking ahead: Future directions in, and future research into, second language acquisition

“…Content-based instruction (CBI), where nonlinguistic content is taught through the medium of a foreign language, has become very popular, especially in Europe, where it is known as content and language integrated learning (CLIL). Given that ACTFL has identified the integration of content and language as a research priority (Glisan & Donato, 2012) and that the implementation of CBI in language education is increasing (Troyan, Cammarata, & Martel, 2017), research on the use of CBI in foreign language teaching is an obvious growth area. 11 Notwithstanding what I have just written, research on language instruction includes not only language gains but also preventing language loss.…”