Leveraging Relational Agency: CLIL Teacher Collaboration in One Kazakhstani University

IF 3.6 2区 文学 Q1 LINGUISTICS Relc Journal Pub Date : 2024-03-06 DOI:10.1177/00336882241234756
D. Philip Montgomery, Peter I. De Costa
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Abstract

Although numerous studies about the experiences of teachers in English-medium instruction (EMI) and Content and Language Integrated Learning (CLIL) include calls for greater collaboration between content subject teachers and their English (or second language) teacher counterparts, few describe actual collaborative relationships. In this Kazakhstan-based qualitative study, we applied a teacher agency framework to answer three questions: (a) What challenges do university teachers face when delivering an EMI curriculum?; (b) What collaborative practices do teachers experience?; and (c) How do teachers use collaboration to negotiate the challenges they face? Through observations, participant journals, semi-structured interviews and document analysis, we discovered that teachers found their students’ low levels of engagement and English proficiency, their institution's critical observation culture and the ever-changing national and institutional policy landscape to be challenging. By co-authoring research, exchanging advice and co-teaching, the teachers responded agentively to institutional and ideological structures, thus demonstrating how relational agency can have a resourcing effect on teachers’ experiences. These findings shed light on the ongoing discussion of teacher agency and yield important implications for teachers, teacher education programmes and researchers.
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利用关系代理:哈萨克斯坦一所大学的 CLIL 教师合作
尽管许多关于英语教学(EMI)和内容与语言整合学习(CLIL)中教师经验的研究都呼吁内容学科教师与英语(或第二语言)教师加强合作,但很少有研究描述实际的合作关系。在这项以哈萨克斯坦为基地的定性研究中,我们采用教师代理框架来回答三个问题:(a) 大学教师在教授 EMI 课程时面临哪些挑战? (b) 教师经历了哪些合作实践?(c) 教师如何利用合作来应对他们面临的挑战?通过观察、参与者日志、半结构式访谈和文件分析,我们发现教师发现学生的参与度和英语水平较低、他们所在机构的批判性观察文化以及不断变化的国家和机构政策环境都是挑战。通过共同撰写研究报告、交流建议和共同教学,教师们对制度和意识形态结构做出了积极回应,从而展示了关系代理如何对教师的经历产生资源配置效应。这些发现为正在进行的关于教师能动性的讨论提供了启示,并对教师、师范教育课程和研究人员产生了重要影响。
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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