Situated Practice in CLIL: Voices from Colombian Teachers

Autor/inn/en	Torres-Rincón, Juan Carlos; Cuesta-Medina, Liliana Marcela
Titel	Situated Practice in CLIL: Voices from Colombian Teachers
Quelle	In: GIST Education and Learning Research Journal, (2019) 18, S.109-141 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Torres-Rincón, Juan Carlos) ORCID (Cuesta-Medina, Liliana Marcela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1692-5777
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Course Content; Language of Instruction; Teaching Methods; Interdisciplinary Approach; Private Schools; Grounded Theory; Teacher Attitudes; Creativity; Critical Thinking; Cooperation; Communication Skills; Lesson Plans; Educational Practices; Textbooks; Faculty Development; Lifelong Learning; 21st Century Skills; Elementary School Teachers; Colombia + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Kursprogramm; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Private school; Privatschule; Lehrerverhalten; Kreativität; Kritisches Denken; Co-operation; Kooperation; Kommunikationsstil; Lesson planning; Unterrichtsplanung; Bildungspraxis; Textbook; Text book; Schulbuch; Lehrbuch; Life-long learning; Lebenslanges Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kolumbien
Abstract	The purpose of this exploratory qualitative study was to determine the factors and conditions that intervene in the implementation of CLIL (Content and Language Integrated Learning) in diverse Colombian educational contexts. This study was conducted at five private schools from different cities and towns in the country (Bogotá, Chía, Tenjo, Facatativá, and Girardot). Data was collected from three sources (interviews, questionnaires, and field journals). Data analysis procedures included the use of triangulation and validation procedures through the grounded theory approach. Findings revealed that teachers still have complications understanding CLIL as an approach that goes beyond the mere usage of the target language in content. Instead, the study advocates for the inclusion of essential lifelong skills (i.e. creativity, critical thinking, collaboration, and communication) when implementing CLIL in the classroom. Results also indicated that staged lesson planning is scarce, and that teachers' practices still emphasize the scope and sequence plan provided by the textbook used in the institutions. Hence, the study supports the design and implementation of CLIL professional development programs that through scaffolding can assist teachers in viewing and situating CLIL as a dialogic pedagogical approach. Not only does the approach help teachers make use of their existing knowledge of CLIL, but also helps them materialize ways through which language and content can be integrated. (As Provided).
Anmerkungen	Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://gistjournal.unica.edu.co/index.php/gist
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01