Exploring Teacher Support for a Content and Language Integrated Modern Languages Curriculum

Autor/inn/en	Mearns, Tessa; Platteel, Tamara
Titel	Exploring Teacher Support for a Content and Language Integrated Modern Languages Curriculum
Quelle	In: Language, Culture and Curriculum, 34 (2021) 3, S.207-223 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mearns, Tessa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1809665
Schlagwörter	Content and Language Integrated Learning; Second Language Learning; Second Language Instruction; Modern Languages; Metalinguistics; Cultural Awareness; Course Content; Teacher Attitudes; Language Proficiency; Barriers; Educational Change; Curriculum Development; Language Teachers; Foreign Countries; Teaching Methods; Faculty Development; Communicative Competence (Languages); Secondary School Teachers; Teacher Educators; German; French; Italian; Netherlands + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Gegenwartssprache; Metalanguage; Metasprache; Cultural identity; Kulturelle Identität; Kursprogramm; Lehrerverhalten; Language skill; Language skills; Sprachkompetenz; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language teacher; Sprachunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Deutscher; Französisch; Italienisch; Niederlande
Abstract	This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of 'Content in MFL'. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of language-related content in the areas of Language Awareness and Cultural Awareness. The aims of the study were to explore the areas of content that teachers viewed as relevant to their MFL teaching, as well as the extent to which the introduction of MFL-specific content addressed teachers' concerns regarding their practice. Perceived obstacles to the refocused curriculum were also addressed. Findings suggest that cultural content was a more relatable concept than language-related content for teachers in this study but also that language proficiency remained their central concern. Implications for the further development of the proposed content-focused curriculum are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01