Cover not available

In:Teacher Development for Immersion and Content-Based Instruction
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Benjamins Current Topics 110] 2020
► pp. 11–39

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Becoming a “language-aware” content teacher

Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process

 | The University of Hong Kong
 | Simon Fraser University
Published online: 17 September 2020
DOI logo with link
https://doi.org/10.1075/bct.110.jicb.17009.he
Abstract
Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Andrews & Lin, 2017; Lindahl & Watkins, 2015), this chapter argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.
Article outline
  • 1.Introduction
  • 2.CLIL TLA development in boundary-crossing communities of practice (COP)
  • 3.Research design
    • 3.1Context of the study
    • 3.2Data collection and analysis
  • 4.Findings
    • 4.1Pre-collaboration stage: A content teacher and science language user
    • 4.2Early collaboration: A content teacher and language analyst
    • 4.3Mid-term collaborations: A CLIL teacher with emerging TLA
    • 4.4Later collaborations: A CLIL teacher with advanced TLA
  • 5.Discussion
  • 6.Conclusion: A lens for conceptualising CLIL teacher education as a collaborative, dynamic, and dialogic process (CDDP)
  • Notes
  • References
References (29)
References
Andrews, S. J. (2007). Teacher language awareness. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Andrews, S. J., & Lin, A. M. Y. (2017). Language awareness and teacher development. In Peter Garrett & Josep Maria Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 57–74). London: Routledge. Google Scholar logo with link to Google Scholar
Andrews, S. J., & Svalberg, A. M-L. (2017). Teacher language awareness. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (pp. 219–231). Dordrecht: Springer.Google Scholar logo with link to Google Scholar
Banegas, D. L. (2012). Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 111–136. Google Scholar logo with link to Google Scholar
Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. Google Scholar logo with link to Google Scholar
Cammarata, L. (2009). Negotiating curricular transitions: Foreign language teachers’ learning experience with content-based instruction. The Canadian Modern Language Review/La Revue Canadienne des la Langues Vivantes, 65(4), 559–585. Google Scholar logo with link to Google Scholar
Clandinin, D. J., & Connelly, F. M. (1987). Teachers’ personal knowledge: What counts as personal in studies of the personal. Journal of Curriculum Studies, 19, 487–500. Google Scholar logo with link to Google Scholar
Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42(1), 9–13. Google Scholar logo with link to Google Scholar
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.Google Scholar logo with link to Google Scholar
Freeman, D., Katz, A., Gomez, P. G., & Burns, A. (2015). English-for-Teaching: Rethinking teacher proficiency in the classroom. ELT Journal, 69(2), 129–139. Google Scholar logo with link to Google Scholar
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago, IL: Aldine.Google Scholar logo with link to Google Scholar
Lin, A. M. Y. (2016). Language across the curriculum and CLIL in English as an Additional Language (EAL) contexts: Theory and practice. Singapore: Springer. Google Scholar logo with link to Google Scholar
Lindahl, K. M. (2013). Exploring an invisible medium: Teacher language awareness among pre-service educators of English language learners (Unpublished doctoral dissertation). University of Utah.Google Scholar logo with link to Google Scholar
Lindahl, K. M., & Baecher, L. (2016). Teacher language awareness in supervisory feedback cycles. ELT Journal, 70(1), 28–38. Google Scholar logo with link to Google Scholar
Lindahl, K. M., Baecher, L., & Tomas, Z. (2013). Teacher language awareness in content-based activity design. Journal of Immersion and Content-Based Language, 1(2), 198–225. Google Scholar logo with link to Google Scholar
Lindahl, K. M., & Watkins, N. M. (2015). Creating a culture of language awareness in content-based contexts. TESOL Journal, 6(4), 777–789. Google Scholar logo with link to Google Scholar
Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15(3), 279–288. Google Scholar logo with link to Google Scholar
Merriam, S. B. (1998). Qualitative research and case study applications in Education. San Francisco, CA: Jossey-Bass.Google Scholar logo with link to Google Scholar
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage.Google Scholar logo with link to Google Scholar
Rose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Sheffield, UK: Equinox.Google Scholar logo with link to Google Scholar
Schön, D. A. (1983). The reflective practitioner. London: Basic Books.Google Scholar logo with link to Google Scholar
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. Google Scholar logo with link to Google Scholar
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of second language teachers. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Tsui, A. B. M., & Law, D. Y. K. (2007). Learning as boundary-crossing in school-university partnership. Teaching and Teacher Education, 23(8), 1289–1301. Google Scholar logo with link to Google Scholar
Tsui, A. B. M. (2011). Teacher education and teacher development. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. II, pp. 21–39). New York, NY: Routledge.Google Scholar logo with link to Google Scholar
Wenger, E. (1998). Communities of Practice: Learning, meaning and identity. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
(2004). Communities of practice: A brief introduction. <[URL]> (7 February, 2018).
Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax & G. Ferguson (Eds.). Language in language teacher education (pp. 113–130). Amsterdam: John Benjamins. Google Scholar logo with link to Google Scholar
Wright, T., & Bolitho, R. (1993). Language awareness: A missing link in language teacher education? ELT Journal, 47(4), 292–304. Google Scholar logo with link to Google Scholar
Cited by (1)

Cited by one other publication

Bacovsky-Novak, Tatjana
2023. Operationalising Pluriliteracies in a Lesson Planning Tool for Vocational CLIL Teachers. English Teaching & Learning 47:3 ► pp. 385 ff. DOI logo

This list is based on CrossRef data as of 19 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue