Sharing Views of CLIL Lesson Planning in Language Teacher Education

Autor/in	Banegas, Dario Luis
Titel	Sharing Views of CLIL Lesson Planning in Language Teacher Education
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 8 (2015) 2, S.104-130 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Lesson Plans; Language Teachers; Teacher Education Programs; Foreign Countries; Second Language Learning; Curriculum Development; English (Second Language); Course Content; Comparative Analysis; Preservice Teachers; Language of Instruction; Secondary School Students; Secondary School Teachers; Teaching Methods; Guidelines; Likert Scales; Student Attitudes; Argentina + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Language teacher; Sprachunterricht; Ausland; Zweitsprachenerwerb; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Kursprogramm; Teaching language; Unterrichtssprache; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Likert-Skala; Schülerverhalten; Argentinien
Abstract	Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees' perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers' voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01