Development of the Beliefs and Language Awareness of Content Subject Teachers in CLIL: Does Professional Development Help?

Autor/in	Lo, Yuen Yi
Titel	Development of the Beliefs and Language Awareness of Content Subject Teachers in CLIL: Does Professional Development Help?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 7, S.818-832 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1318821
Schlagwörter	Metalinguistics; Course Content; Language of Instruction; Faculty Development; Second Language Learning; Second Language Instruction; Program Effectiveness; Foreign Countries; Interdisciplinary Approach; Teacher Attitudes; Learning Experience; Educational Environment; Case Studies; Science Teachers; Language Teachers; Mathematics Teachers; English (Second Language); Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; Kursprogramm; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerverhalten; Lernerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Mathematics; Mathematik; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	In Content and Language Integrated Learning (CLIL) programmes, students are expected to master content knowledge and language simultaneously. The worldwide popularity of this kind of programme has called for professional development, particularly for content subject teachers who have to shoulder some responsibilities of language teaching in CLIL. There have been several frameworks or proposals for professional development of CLIL teachers. Yet, empirical studies investigating the effectiveness of CLIL professional development programmes remain scarce. This gap is particularly important, since the relationship between professional development and teacher change is complicated and there are various factors affecting whether and how teacher would change. This study implemented a 6-month professional development programme for a group of content subject teachers in CLIL in Hong Kong. With data gathered with questionnaires, interviews, lesson observations and post-lesson reflections, this paper reports the trajectory of three case teachers who seemed to experience different degrees of changes in beliefs and language awareness. These differences could be explained by the influence of such factors as school context, learning experience and subject discipline. This study yields important implications for teacher education in CLIL and teacher change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01