Teacher Professional Development in Language-Driven CLIL: A Case Study

Autor/in	Banegas, Darío Luis
Titel	Teacher Professional Development in Language-Driven CLIL: A Case Study
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 12 (2019) 2, S.242-264 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Banegas, Darío Luis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Secondary School Teachers; Teacher Attitudes; Faculty Development; Professional Continuing Education; Second Language Instruction; Language of Instruction; Second Language Learning; Language Proficiency; English (Second Language); Beliefs; Foreign Countries; Argentina + Suchen Sie Ihr Suchwort? Lehrerverhalten; Berufsfeldbezogener Unterricht; Weiterbildung; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Belief; Glaube; Ausland; Argentinien
Abstract	The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: (1) What beliefs does a teacher have of language-driven CLIL? and (2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher's practice. Findings also reveal that CLIL success depends on learners' English language proficiency. Drawing on its teacher's beliefs of CLIL, the course had an impact on the teacher's identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor. (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	2024/1/01