Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

Autor/inn/en	Martí, Otilia; Portolés, Laura
Titel	Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training
Quelle	In: English Language Teaching, 12 (2019) 2, S.17-36 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Multilingualism; Second Language Learning; Second Language Instruction; Course Content; Language of Instruction; Teacher Education Programs; Teacher Attitudes; Foreign Countries; Educational Principles; English (Second Language); Educational Policy; Teaching Methods; Interdisciplinary Approach; Undergraduate Students; Monolingualism; Pretests Posttests; Spanish; Bilingual Education; Language Attitudes; Language Usage; Preservice Teachers; Student Attitudes; Educational Benefits; Spain (Valencia) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Teaching language; Unterrichtssprache; Lehrerverhalten; Ausland; Bildungsprinzip; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Spanisch; Bilingual teaching; Bilingualer Unterricht; Sprachverhalten; Sprachgebrauch; Schülerverhalten; Bildungsertrag
Abstract	In line with van Kampen et al.'s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit's (2013) call for investigating teachers' beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers' beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. "the English only policy") play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants' beliefs, implications for CLIL teacher preparation programmes are discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01