The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers

Villabona, Nerea; Cenoz, Jasone

doi:10.1080/07908318.2021.1910703

Cited by 36 publications

(23 citation statements)

References 42 publications

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“…Data of the study demonstrated the students' active interaction through different techniques as reflected in Koopman et al (2014), Oattes et al (2018), Van Kampen et al (2018, Tugun et al (2020), Villabona and Cenoz (2021) even in a remote learning setting. Results of studying pedagogical practices showing that students had enough opportunity to use English in CLIL classes contradict with those of other studies stating the challenges of using target language while studying content (Dalton-Puffer, 2007;Mahan et al, 2018;Villabona & Cenoz, 2021).…”

Section: Discussionmentioning

confidence: 89%

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

et al. 2022

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A case study was initiated from the perspective of three research questions: 1) CLIL teachers' practices at secondary schools of Aktobe during COVID-19 pandemic; 2) challenges for the teachers; 3) support provided for the teachers. The research methodology combined face-to-face personal interviews, and non-participant observation. Data analysis was conducted in line with Mayring's (2020) approach to content analysis and by means of categorization into specific themes that emerge from teachers' conceptualization of their CLIL practices. The analysis of teachers' reflections on their experiences and challenges of using the CLIL approach during the pandemic, support provided to them and teachers' attitudes towards the approach is presented in the paper. Research data on the secondary schools Science teachers' CLIL practices in a remote learning setting was categorized related preparation to teaching, resources used by the teachers, students' interaction during the lessons, and stakeholders' attitudes and perceptions of the approach. The obtained data enables to understand Science teachers' practices in Kuzembayeva et al. / Contemporary Educational Technology, 2022, 14(2), ep362 2 / 11 terms of using the CLIL approach in Kazakhstani secondary schools in the period of COVID-19 pandemic, and will contribute to teacher development and preparation for successful CLIL realization in a nontraditional classroom.

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Section: Discussionmentioning

confidence: 89%

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

et al. 2022

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“…It should also be mentioned that different educational backgrounds may also influence CLIL competencies, as the study demonstrated in a much commonsensical way that the teachers having a languagebased educational background were more confident in teaching and using the TLs than those having a mixed or content-oriented educational background. Inevitably, many CLIL teachers are either language-driven or content-driven, and few of them may have received dual-focused teacher education specifically designed for CLIL (Lo, 2020), which justifies that they normally have divergent capabilities and perceptions of implementing CLIL (Villabona & Cenoz, 2021). This situation, along with the ones reflected by the findings of the languages and subjects being taught, sheds light on the need to unite language and subject educators of various fields to establish "not only a shared understanding of known practices but also a co-construction of new integrated pathways to guide meaning-making through connecting language domains" and content domains (Coyle & Meyer, 2021, p. 8).…”

Section: Summary Of Findings and Discussionmentioning

confidence: 99%

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

Hu¹

2022

rupkatha

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Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a sample of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the sample, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions.

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“…They should be monitored and responded to accordingly. The findings of researchers (Villabona & Cenoz, 2021) also argue that "the integration of language and content can be influenced by the specific content subjects, teachers' beliefs, practices and awareness, and also by the teachers' and students' level of English". Summarizing the results of the study, we note there is a moderate relationship between what discipline the educator teaches and whether he / she considers it appropriate to implement CLIL.…”

Section: Discussionmentioning

confidence: 99%

“…Researchers analyze only two teachers' beliefs. With such a small sample, their findings cannot be generalized (Villabona, & Cenoz, 2021). The study in Hong Kong (Lo, 2019) implemented a 6-month professional development programme for a group of content subject teachers in CLIL.…”

Section: Introductionmentioning

confidence: 95%

“…They should be monitored and responded to accordingly. The study (Villabona, & Cenoz, 2021) examines teachers' beliefs and practices regarding CLIL by comparing a teacher with a language background and a teacher with a subject background. Despite a profound conclusion that the dual-focus on content and language is challenging and hard to achieve, their research has a strong limitation.…”

Section: Introductionmentioning

confidence: 99%

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The issues and challenges of CLIL implementation in higher education: Teachers’ beliefs in the Ukrainian context

2022

JETT

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The purpose of CLIL in higher education is to increase the level of students' both professional knowledge and foreign language competence. While implementing CLIL, it is important to take into account teachers' beliefs on a point, since they can either accelerate or inhibit the CLIL effectiveness. The purpose of the research is to study the Ukrainian teachers' beliefs, motivation and ideas concerning the implementation of the CLIL approach in the Ukrainian higher education. The theoretical and methodological basis of research was formed on comprehensive analysis of literature sources. The experimental work included: 1) obtaining the research data (a survey was conducted in which more than 160 teachers from different universities of Ukraine took part); 2) analyzing the obtained data statistically (conjugation tables, asymptotic approximation method, and Pearson's statistical criterion χ2 were used); 3) identifying influential factors in the CLIL implementation (factor analysis was used). The analysis shows there is relationship between the teachers' subject background and their beliefs on the CLIL appropriateness. The study disproves the influence of the teachers' pedagogical experience on their views on the CLIL implementation. These findings are confirmed by a factor analysis indicating the importance of appropriate learning materials for CLIL, teachers' specialty, their professional preferences, the importance of flexibility in choosing the CLIL strategy, depending on students' content knowledge and language skills. The study indicates challenges for the efficient CLIL implementation, and the directions for the change of teachers' motivation regarding the importance of CLIL for modern Ukrainian students.

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The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers

Cited by 36 publications

References 42 publications

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

Content and Language Integrated Learning Practices in Kazakhstan Secondary Schools During COVID-19 Pandemic

Examining Teacher Competencies in Content and Language Integrated Learning: Professional Profiles and Ways Forward

The issues and challenges of CLIL implementation in higher education: Teachers’ beliefs in the Ukrainian context

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