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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 11:2 (2023) ► pp.229–254

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CLIL teacher beliefs as they emerge working in tandem

 | Tallinn University
 | Tallinn University
 | Tallinn University
Published online: 14 September 2023
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https://doi.org/10.1075/jicb.22001.ala
Abstract
The current article investigates the beliefs of Content and Language Integrated Learning (CLIL) subject and language teacher tandems in a situation where they worked in close contact to design and deliver a CLIL course. The aim was to discover their underlying beliefs concerning setting learning goals, developing academic language proficiency, using authentic materials and cooperative tasks, and managing assessment. The Interpretative Phenomenological Approach revealed both overlapping and idiosyncratic beliefs involving all of the focal aspects. Common beliefs included the dominance of subject learning goals over language goals, the need to develop academic language proficiency, the use of authentic materials and cooperative tasks as sources of subject knowledge and skills, as well as the need to involve appropriate assessment in the process. Differences included flexibility in the process of goal setting, the definition of academic language proficiency, the meaning of authentic learning materials and the repertoire of tools available for scaffolding learning and managing assessment.
Annotatsioon
Käesolev artikkel uurib lõimitud aine- ja keeleõppe (LAK-õppe) tandemõpetajate uskumusi olukorras, kus nimetatud õpetajad töötavad ühiselt LAK-õppe kursuse väljatöötamisel ja läbiviimisel. Uuringu eesmärgiks oli nende õpetajate LAK-õppe õpieesmärkide püstitamist, akadeemilise keeleoskuse edendamist, autentsete õppematerjalide ja ülesannete kasutamist, koostööd ja hindamist puudutavate uskumiste leidmine. Interpreteeriv fenomenoloogiline analüüs näitas, et aineõpetajate ja keeleõpetajate analüüsitavaid aspekte puudutavad uskumused kohati kattuvad, kuid lähevad paljudes aspektides lahku. Ühisosasse kuulusid aine sisu puudutavate õpieesmärkide dominantsus, õpilaste akadeemilise keeleoskuse arendamise vajadus, autentsete materjalide ja koosõppeliste ülesannete kasutamine aine sisu ja oskuste edendamiseks ning asjakohaste hindamisvõtete kasutamine. Erinevusi ilmnes õppe eesmärgistamisprotsessi paindlikkuses, akadeemilise keeleoskuse defineerimises, autentsete õppematerjalide tähenduse interpretatsioonis ning õpetamist ja hindamist toetava metoodika valdamises.
Article outline
  • 1.Introduction
  • 2.Theoretical background
    • 2.1CLIL teacher identity
    • 2.2CLIL teacher beliefs
    • 2.3CLIL tandem teacher collaboration
    • 2.4CLIL essential aspects in focus in the current study
  • 3.Methods
    • 3.1Context of the study
    • 3.2Participants
    • 3.3Data collection and analysis
  • 4.Findings: The phenomenological perspective
    • 4.1Setting learning goals
    • 4.2Attaining academic language proficiency
    • 4.3Promoting collaborative learning
    • 4.4Using authentic materials and authentic learning tasks
    • 4.5Managing Assessment
  • 5.Discussion
    • 5.1The hermeneutic perspective
    • 5.2The idiographic perspective
  • 6.Conclusion
  • References
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