The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers

IF 2.4 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language, Culture and Curriculum Pub Date : 2021-04-05 DOI:10.1080/07908318.2021.1910703
Nerea Villabona, J. Cenoz
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引用次数: 15

Abstract

ABSTRACT Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students’ English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content.
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CLIL中内容和语言的整合:内容驱动和语言驱动教师面临的挑战
摘要:虽然CLIL和浸入式课程的核心要素是内容和语言的整合,但如何在两者之间取得平衡以满足CLIL的双重目标是一项挑战。研究教师对CLIL的看法,以及他们对课堂内容和语言的理解方式,对于实现这种平衡至关重要。在巴斯克自治区,西班牙的一个多语言地区,学校正在实施CLIL课程,以提高学生的英语水平和培养多语言能力。本案例研究旨在探讨在这种特殊情况下,教师如何将CLIL教学中的内容和语言的整合概念化,以及他们的理解如何通过教学实践得到体现。为此,本文考察了两位不同教学背景的CLIL教师的思想和实践。研究结果表明,教师理解和实施CLIL的方式不同,内容导向型教师和语言导向型教师之间存在实质性差异。本研究表明,在CLIL课堂中很难实现内容与语言的平衡,因为有的课堂倾向于内容导向,而对语言的重视不够,有的课堂倾向于语言导向,而对内容的重视不够。
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来源期刊
CiteScore
7.00
自引率
5.70%
发文量
28
期刊介绍: Language, Culture and Curriculum is a well-established journal that seeks to enhance the understanding of the relations between the three dimensions of its title. It welcomes work dealing with a wide range of languages (mother tongues, global English, foreign, minority, immigrant, heritage, or endangered languages) in the context of bilingual and multilingual education and first, second or additional language learning. It focuses on research into cultural content, literacy or intercultural and transnational studies, usually related to curriculum development, organisation or implementation. The journal also includes studies of language instruction, teacher training, teaching methods and language-in-education policy. It is open to investigations of language attitudes, beliefs and identities as well as to contributions dealing with language learning processes and language practices inside and outside of the classroom. Language, Culture and Curriculum encourages submissions from a variety of disciplinary approaches. Since its inception in 1988 the journal has tried to cover a wide range of topics and it has disseminated articles from authors from all continents.
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