Article published In: Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 162–188
Becoming a “language-aware” content teacher
Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process
Published online: 23 October 2018
https://doi.org/10.1075/jicb.17009.he
https://doi.org/10.1075/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, S. J. (2007). Teacher
language
awareness. Cambridge: Cambridge University Press. ; Lindahl, K. M., & Watkins, N. M. (2015). Creating
a culture of language awareness in content-based
contexts. TESOL
Journal,
6
(4), 777–789. ; 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. ), this paper 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
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