Characterising Integrated Content-Language Pedagogies of Global Perspectives Teachers in Dutch Bilingual Schools

Autor/inn/en	van Kampen, Evelyn; Meirink, Jacobiene; Admiraal, Wilfried; Berry, Amanda
Titel	Characterising Integrated Content-Language Pedagogies of Global Perspectives Teachers in Dutch Bilingual Schools
Quelle	In: Language, Culture and Curriculum, 34 (2021) 1, S.18-34 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Kampen, Evelyn) ORCID (Admiraal, Wilfried)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1732999
Schlagwörter	Content and Language Integrated Learning; Teaching Methods; Second Language Learning; Second Language Instruction; Heuristics; Secondary School Students; Secondary School Teachers; Bilingual Schools; Teacher Attitudes; Lesson Plans; Cultural Awareness; Curriculum Development; Foreign Countries; Video Technology; English (Second Language); Netherlands + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Heuristik; Sekundarschüler; Bilingual scholl; Bilinguale Schule; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Niederlande
Abstract	This study aims to characterise teachers' "integrated" content-language learning pedagogies teaching the skills-focused subject "Global Perspectives" (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers' pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer's Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. "European Journal of Applied Linguistics," 1(2), 216-253. https://doi.org/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers' "integrated" content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01