The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers’ wellbeing

Hofstadler, Nicole; Babić, Sonja; Lämmerer, Anita; Mercer, Sarah; Oberdorfer, Pia

doi:10.1080/17501229.2020.1739050

Cited by 40 publications

(38 citation statements)

References 27 publications

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“…The pace of life becomes slower and more comfortable, so they may possibly escape from the hard work [9,17]. Language teacher development should not focus merely on academic production, but also on psychological wellbeing [34].…”

Section: Results Of Efa Of the Visiting Motivation Structurementioning

confidence: 99%

Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context

2020

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Language teacher motivation has been explored through various contexts in recent decades. However, less attention has been paid to teachers’ motivations for furthering their professional development in multilingual academic environments, such as by becoming visiting scholars at top universities at home or abroad. This study adopts a mixed-method approach to investigate language teachers’ motivations for being visiting scholars. First, a questionnaire was conducted on 169 teachers who spoke both English and languages other than English (LOTEs). Following an exploratory factor analysis, six separate motivational sources were identified: internal needs, stress relief, academic positioning, academic contact, academic symbolism, and policy support. For triangulation purposes, further interviews were conducted with three visiting scholars and one supervisor for in-depth qualitative data analysis. Interview findings reveal an imbalance between high demand for visiting scholarship funding and the financial allowances granted by governments and universities. Visiting scholars also experience inadequate academic guidance from their supervisors and few opportunities to participate in supervisors’ projects. Based on the research findings, this study proposes ways to sustain teacher motivation at the macro (policy) level, the meso (tutor system) level, and the micro (individual supervision) level.

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Section: Results Of Efa Of the Visiting Motivation Structurementioning

confidence: 99%

Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context

2020

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“…Additionally, the findings show a large repertoire of factors influencing teachers' development of professional qualities in different nested ecosystems. In addition, the ecological subsystems and their elements were interrelated and interactive [20], and permeable boundaries existed among the ecological subsystems and the multidirectional relationships among various ecological factors in the system [22]. Thus, factors in the three subsystems mentioned above produced synergetic effects on teachers' professional development.…”

Section: Discussionmentioning

confidence: 99%

“…Some scholars applying Bronfenbrenner's ecological systems model have adopted their own ecological circles to explore the dynamism and connection between teachers and environments. For example, Hofstadler et al [22] analysed the dynamic complexity of content and language integrated learning (CLIL) and teachers' subjective well-being, interwoven with various interrelated factors from a national context, institutional context, class context, and personal context, to analyse the ecological systems in which teachers operate. To sum up, previous studies have attested to the flexible use of the ecological systems model within the field of language teacher education, focusing on the multilevel and interrelated environments where teachers operate.…”

Section: Ecological Perspective On Language Teacher Educationmentioning

confidence: 99%

“…In the past two decades, with the ecological turn in language teacher education [14][15][16][17][18][19], some ecological theories, such as affordance [20,21], niche [20,22], and ecological systems theories/models [23], have received considerable attention in teacher education research in China. Amongst them, Brofenbrenner's ecological systems theory, which focuses on the interconnection and dynamic interaction between individuals and the environment and divides the environment into different ecological subsystems [23], is more widely used.…”

Section: Introductionmentioning

confidence: 99%

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A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

2021

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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’ professional qualities were confirmed: English language pedagogical content competence, beliefs about the foreign language teaching profession and professional ethics, beliefs about foreign language teaching and learning, and beliefs about language teacher learning and development. Meanwhile, the EFL teachers constructed and developed their professional qualities in their dynamic interaction with the complex ecological systems where they lived. The paper considers these various teacher-related factors in the ecological systems and provides some suggestions for sustaining EFL teachers’ professional development.

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“…In this paper, we wanted to provide readers with details of the developmental process that can be useful when adapting the questionnaire to other contexts. However, when using a research tool, it is vital to always consider its validity in each particular context, as no language learning takes place in a vacuum (Hofstadler et al 2020). Language learning in school, for example, is part of an education system and is dependent on a range of factors at national and institutional levels that may influence how and how often languages are taught, how languages are valued, who decides to study multiple languages and the expectations of the participants.…”

Section: Discussionmentioning

confidence: 99%

Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity

Haukås

Storto

Tiurikova

2021

The Language Learning Journal

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Validation of data collection instruments is a necessary step in all research and should be regarded as an integral component in every stage of the research process; however, the validation process is often not accounted for in detail in published studies. The purpose of this paper is to describe the development and validation of the Ungspråk electronic questionnaire, which was designed to explore teenagers' multilingualism and multilingual identity in the Norwegian school context. It aims to examine whether having a multilingual identity correlates with several variables such as language practices, languages studied in school, open-mindedness, and beliefs about multilingualism. To our knowledge, the Ungspråk questionnaire is one of the first validated tools for quantitatively investigating learners' multilingual identity in school settings. Different qualitative and quantitative procedures were adopted for validating Ungspråk, including piloting sessions with students from two lower secondary schools. The results of the validation processes suggest that the Ungspråk questionnaire is a robust instrument for investigating young learners' multilingual identity. It is easy to use, acceptable to learners, and fulfils stringent criteria of reliability and validity.

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The ecology of CLIL teachers in Austria – an ecological perspective on CLIL teachers’ wellbeing

Cited by 40 publications

References 27 publications

Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context

Exploring and Sustaining Language Teacher Motivation for Being a Visiting Scholar in Higher Education: An Empirical Study in the Chinese Context

A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective

Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity

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