Narrative Analysis as a Means of Investigating CLIL Teachers' Meaningful Experiences

Autor/inn/en	Ljalikova, Aleksandra; Meristo, Merilyn; Alas, Ene; Jung, Merle
Titel	Narrative Analysis as a Means of Investigating CLIL Teachers' Meaningful Experiences
Quelle	In: Qualitative Research in Education, 10 (2021) 3, S.228-259 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ljalikova, Aleksandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-6418
Schlagwörter	Content and Language Integrated Learning; Teaching Experience; Foreign Countries; Bilingual Education; Secondary School Teachers; Faculty Development; Context Effect; Estonia + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Ausland; Bilingual teaching; Bilingualer Unterricht; Estland
Abstract	An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers' persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language Integrated Learning (CLIL) as a means of attaining a bilingual education in the second decade of the 21st century, especially the professional development of teachers who work in the given context. In this study, narrative analysis is employed to investigate how teachers' explicit meaningful experiences lead a teacher to become a CLIL teacher in the Estonian educational settings, and disclose the factors shaping this process. The results reveal a variation in the teachers' meaningful experiences driven mostly by their context -- the type of bilingual program, the status of the foreign language, school support for collaborative practices - as well as a variation in the belief of what constitutes CLIL - views on languages and personal pedagogical beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01