Content Language Integrated Learning (CLIL): Teachers’ metacognitive understanding of pedagogical translanguaging

Abstract

Introduction

Content-Language Integrated Learning (CLIL) is gaining popularity all over the world, including Vietnam. Pedagogical translanguaging plays a critical role in promoting and sustaining multilingualism in the context of CLIL in schooling. While significant research has focused on teachers' implementation of pedagogical translanguaging, it has become equally imperative to investigate how teachers metacognitively construct translanguaging strategies.

Objectives

The primary objective of this research is to explore CLIL teachers’ metacognitive knowledge of pedagogical translanguaging in the context of Vietnam.

Methods

Using case study research design, the present study draws on Flavell's (1979) conceptualization of metacognitive knowledge to reiteratively analyse interviews with 42 Vietnamese CLIL teachers and identify their understanding of pedagogical translanguaging in CLIL.

Results

The results suggest that the participants were aware of the multilingual resources students bring to the school environment and committed to the social justice benefits but often felt guilty about overusing languages other than English in their CLIL classrooms. Furthermore, although they drew on a variety of translanguaging strategies, these were often used by some out of convenience rather than in a planned, strategic way. Finally, the study found that the teachers tended towards a deficit perspective on students, focusing more on addressing their weaknesses rather than leveraging their existing linguistic and cultural assets to benefit their learning.

Conclusion

These findings have significant implications for policymakers and teacher educators to develop appropriate professional development initiatives that empower CLIL teachers with adequate metacognitive understanding to effectively employ pedagogical translanguaging in CLIL contexts.