Professional Development of CLIL Teachers

Lo, Yuen Yi

doi:10.1007/978-981-15-2425-7

Cited by 58 publications

(66 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar to Lo's (2020) study, student-teachers may also identify L2 proficiency and language awareness as a barrier. For example, in a case study, Escobar Urmeneta (2013) analysed a student-teacher's placement for an academic year and discovered a progressive and positive evolution thanks to different strategies such as the use of learner-convergent language, conversational strategies, and allowing the students to express themselves in their native language (L1) of Spanish although the student-teacher in her role as a teacher maintained the use of L2 English throughout the lesson.…”

Section: Clil and Clil Teacher Educationmentioning

confidence: 77%

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Banegas

Beamud

2020

RELC Journal

View full text Add to dashboard Cite

Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.

show abstract

Section: Clil and Clil Teacher Educationmentioning

confidence: 77%

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Banegas

Beamud

2020

RELC Journal

View full text Add to dashboard Cite

show abstract

“…Similarly to the conclusions from teacher perceptions and beliefs, in general, for CLIL to be implemented successfully, teachers must be exposed to training and professional development through which they learn how to adequately combine content and language teaching and learning in the classroom in a way that is specific to their teaching-learning context. The need for professional development in CLIL is not exclusive to Latin America; it is a frequently cited challenge around the world (Mahan, Brevik, & Ødegaard, 2018;Pérez Cañado, 2018;Yi Lo, 2020).…”

Section: Teacher Educationmentioning

confidence: 99%

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

2020

View full text Add to dashboard Cite

Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

show abstract

“…Tá cáil ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT, nó Content and Language Integrated Learning, CLIL) ar fud na hEorpa, mar chur chuige atá éifeachtach leis an dara teanga nó teanga bhreise a theagasc (Coyle, Hood & Marsh, 2010). Is scáth-théarma é FCÁT a chuimsíonn iliomad múnlaí (Ioannou-Georgio & Pavlou, 2011;Lo, 2020;Mehisto, Marsh & Frigols, 2008) ar an gcontanam den fhoghlaim chomhtháite ábhar agus teangacha. Is iomaí agus is éagsúil iad na difríochtaí idir cláir FCÁT, maidir le spriocanna clár, sprioctheanga an teagaisc agus stádas na teanga sin, próifíleanna múinteoirí agus mac léinn, polasaithe oideachasúla, dearadh curaclaim agus cleachtais oideolaíochta (Lo, 2020;Lyster & Ballinger, 2011).…”

Section: Réamhráunclassified

“…Is scáth-théarma é FCÁT a chuimsíonn iliomad múnlaí (Ioannou-Georgio & Pavlou, 2011;Lo, 2020;Mehisto, Marsh & Frigols, 2008) ar an gcontanam den fhoghlaim chomhtháite ábhar agus teangacha. Is iomaí agus is éagsúil iad na difríochtaí idir cláir FCÁT, maidir le spriocanna clár, sprioctheanga an teagaisc agus stádas na teanga sin, próifíleanna múinteoirí agus mac léinn, polasaithe oideachasúla, dearadh curaclaim agus cleachtais oideolaíochta (Lo, 2020;Lyster & Ballinger, 2011). Ar lámh amháin, tá cáineadh déanta ar FCÁT sa litríocht de bharr easpa soiléireachta sa téarmaíocht a úsáidtear (Paran, 2013), ar an lámh eile, tugtar ardmholadh do FCÁT, mar gur cur chuige solúbtha é a fhreagraíonn d'éagsúlacht teangacha (Pérez-Cañado, 2017).…”

Section: Réamhráunclassified

Múineadh ábhar tríd an tríú teanga i mbunscoileanna Lán-Ghaeilge

Dhiorbháin¹

2020

TEANGA

View full text Add to dashboard Cite

Déantar cur síos san alt seo ar thaithí cúigear múinteoirí agus príomhoide amháin ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha (FCÁT) a chur i bhfeidhm tríd an tríú teanga i mbunscoileanna lán-Ghaeilge. Tá cáil ar FCÁT mar chur chuige atá éifeachtach leis an dara teanga a theagasc. Is éard atá i gceist le FCÁT, ná go múintear ábhar nó cuid d’ábhar trí mheán an dara teanga nó teanga bhreise. Ba scéim phíolótach cheannródaíoch a bhí sa taighde seo mar go raibh FCÁT á chur i bhfeidhm le foghlaimeoirí óga, ag baint leasa as an tríú teanga i suíomh an tumoideachais lán-Ghaeilge. Chomhtháthaigh na múinteoirí a bhí páirteach sa taighde, teanga Eorpach (An Fhraincis/An Ghearmáinis), leis an bhfoghlaim ábhair in ábhar scoile amháin le linn na scoilbhliana. Bhí réimse rang-ghrúpaí agus ábhar i gceist agus cuireadh múnlaí éagsúla de FCÁT i bhfeidhm ag brath ar inniúlacht na múinteoirí sa sprioctheanga. Bailíodh eolas cáilíochtúil faoi eispéiris na múinteoirí ó cheistneoir agus grúpa fócais. Cé gur taighde ar scála beag atá sa taighde seo, is ábhar taighde nuálach é a thugann léargas ar chuid de na saincheisteanna a bheadh le plé dá mbeadh FCÁT i bhfeidhm i scoileanna lán-Ghaeilge ar bhonn níos leithne amach anseo. Eascraíonn ceisteanna maidir leis na hábhair seo a leanas: inniúlacht múinteoirí sa sprioctheanga, forbairt ghairmiúil leanúnach do mhúinteoirí, torthaí foghlama teanga FCÁT agus soláthar áiseanna do FCÁT. Is í an phríomhcheist a eascraíonn ón taighde ná, cén múnla FCÁT ab fheiliúnaí do shainchomhthéacs na mbunscoileanna lán-Ghaeilge in Éirinn. This article reports the experiences five Irish-medium primary teachers, and one Irish-medium principal of implementing Content and Integrated Learning (CLIL) through a third language in Irish-medium primary schools. CLIL is recognised as an effective approach to second language teaching. It entails the teaching of a subject, or a part of a subject through the medium of a second or an additional language. In this pioneering pilot study CLIL was implemented with young learners through a third language in an Irish-medium immersion setting. The teachers involved in the project integrated a European language (French/German), with content learning in one subject throughout the school year. There were a variety of class groups and subjects involved, and teachers adopted various approaches to CLIL in accordance with their own linguistic proficiency. Data relaying the teachers’ experiences and approaches to CLIL were gathered from a questionnaire and focus group interview. This small scale innovative research provides an insight into prominent questions for discussion if CLIL is to be implemented in Irish-medium schools on a wider basis. Questions arise concerning: language teacher proficiency, continuous professional development for teachers, language learning outcomes for CLIL, and the provision of specifically designed CLIL resources. A key question arising from the study is what model of CLIL would be most suitable for the specific context of Irish-medium primary schools in Ireland.

show abstract

Professional Development of CLIL Teachers

Cited by 58 publications

References 0 publications

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

Múineadh ábhar tríd an tríú teanga i mbunscoileanna Lán-Ghaeilge

Contact Info

Product

Resources

About