Student-teachers’ understanding of language teaching through the CLIL Language Triptych

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning and Instruction Pub Date : 2024-10-29 DOI:10.1016/j.learninstruc.2024.102044
Darío Luis Banegas , D. Philip Montgomery , Nina Raud
{"title":"Student-teachers’ understanding of language teaching through the CLIL Language Triptych","authors":"Darío Luis Banegas ,&nbsp;D. Philip Montgomery ,&nbsp;Nina Raud","doi":"10.1016/j.learninstruc.2024.102044","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.</div></div><div><h3>Aim</h3><div>This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.</div></div><div><h3>Sample</h3><div>The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.</div></div><div><h3>Method</h3><div>Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.</div></div><div><h3>Results</h3><div>Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching).</div></div><div><h3>Conclusion</h3><div>The Language Triptych is a potentially powerful lens that facilitates professional awareness.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102044"},"PeriodicalIF":4.7000,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001713","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Background

Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.

Aim

This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.

Sample

The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.

Method

Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.

Results

Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching).

Conclusion

The Language Triptych is a potentially powerful lens that facilitates professional awareness.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
学生教师通过 CLIL 语言三部曲对语言教学的理解
背景随着内容与语言整合学习(CLIL)在全球范围内的广泛开展,它继续受到关注。本研究调查了学生教师对 Coyle 等人(2010 年)的 "语言三要素"(Language Triptych)的理解和使用情况,以规划和提供以 CLIL 为导向的课程,作为他们实习的一部分。方法作为一项定性研究,通过论坛讨论、课堂观察和(刺激回忆式)访谈收集数据。结果专题分析表明,学生教师理解并使用了 "语言三部曲 "作为教学组织工具,它不仅适用于 CLIL,也适用于一般的语言教学。他们还将其作为基于方案的教师学习催化剂,以理解其他核心内容(如系统功能语言学),并将其作为专业知识扩展工具,因为三联图使他们能够表达新的理解(如语言教学的多空间性)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
期刊最新文献
Competitive and non-competitive school climate and students’ well-being Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD Retrieval supports word learning in children with Down syndrome
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1