Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.
{"title":"Becoming a “language-aware” content\u0000 teacher","authors":"P. He, Angel M. Y. Lin","doi":"10.1075/JICB.17009.HE","DOIUrl":"https://doi.org/10.1075/JICB.17009.HE","url":null,"abstract":"\u0000 Building on and extending the frameworks of Teacher Language Awareness (TLA) in\u0000 second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that\u0000 effective teaching of academic content in an L2 requires a special kind of\u0000 teacher knowledge that goes beyond simple addition of content knowledge and\u0000 Knowledge About Language (KAL). Through an ethnographic case study, the\u0000 researchers investigated the development of a science teacher’s TLA and teacher\u0000 identity through her participation in a school-university collaborative project.\u0000 Based on analysis of data from classroom observations, interviews, and lesson\u0000 video stimulated commentaries, the researchers have developed a model focusing\u0000 on CLIL teacher professional development as a collaborative, dynamic and\u0000 dialogic process, where both teachers and teacher educators (TEs) are\u0000 co-developing their knowledge and expertise in CLIL.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91032065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This paper focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The paper concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings.
{"title":"Teacher perceptions of immersion professional development experiences emphasizing language-focused content\u0000 instruction","authors":"D. J. Tedick, Caleb Zilmer","doi":"10.1075/JICB.17019.TED","DOIUrl":"https://doi.org/10.1075/JICB.17019.TED","url":null,"abstract":"\u0000 The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research\u0000 on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion\u0000 teacher practices. This paper focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused\u0000 content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is “communities of\u0000 practice” (CoP) (Wenger, 1998), and survey and focus group data were analyzed in\u0000 relation to Wenger’s four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high\u0000 impact assignments and PD experiences. The paper concludes with implications for designing meaningful and effective PD experiences\u0000 for immersion educators and others who teach in CBI settings.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"11 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76229024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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