Is Top-Down CLIL Justified? A Grounded Theory Exploration of Secondary School Science Teachers' Experiences

Autor/in	Karabassova, Laura
Titel	Is Top-Down CLIL Justified? A Grounded Theory Exploration of Secondary School Science Teachers' Experiences
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1530-1545 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karabassova, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1775781
Schlagwörter	Content and Language Integrated Learning; Secondary School Teachers; Science Teachers; Teaching Experience; Educational Policy; Educational Change; English (Second Language); Second Language Learning; Language Proficiency; Language of Instruction; Foreign Countries; Kazakhstan + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Teaching language; Unterrichtssprache; Ausland; Kasachstan
Abstract	The research reported in this paper explored secondary Science teachers' experiences in a large-scale and top-down CLIL initiative where schools and teachers had little agency in implementing educational change. Through a grounded theory approach, analysis of data suggests that teachers' insufficient English language proficiency and the lack of agency were major challenges for participating teachers. Findings indicate that teachers were not aware of CLIL pedagogy, and did not believe that under the existing conditions, a subject can be taught through English. Struggling to save face in the obscure situation, teachers sought support from students. Although they were not ready to lose authority and control over the teaching process, they had to relinquish some of their power to students due to their superior English language skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01