Teacher Translanguaging in CLIL Primary Education: Do Teachers' Perceptions Match Their Real Practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)

Autor/inn/en	Serra, Judit; Feijoo, Sara
Titel	Teacher Translanguaging in CLIL Primary Education: Do Teachers' Perceptions Match Their Real Practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 2, S.280-310 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Serra, Judit)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2021.2009294
Schlagwörter	Code Switching (Language); Native Language; Second Language Learning; Second Language Instruction; Language Usage; Teaching Methods; Elementary School Students; Content and Language Integrated Learning; Case Studies; Spanish; Audio Equipment; Teacher Attitudes; Positive Attitudes; English (Second Language); Classroom Communication; Foreign Countries; Romance Languages; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; CLIL; Lernkonzept; Case study; Fallstudie; Case Study; Spanisch; Audio-CD; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Klassengespräch; Ausland; Romanische Sprache; Spanien
Abstract	The use of the students' first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered yet. The current paper aims at analysing teachers' uses and perceptions of translanguaging in CLIL classrooms in a primary education context following a case study. Five CLIL primary education teachers from Catalonia participated in the study. They were voice-recorded for several sessions teaching a subject in CLIL with the same class and they also completed a questionnaire. The analysis showed that all the participants used their L1 for a number of purposes. Even though individual perceptions differed, in general, teachers were positive about using translanguaging. CLIL teachers would benefit both from reflecting on their own practices in terms of translanguaging uses and from formal instruction in the matter. [Translation from English by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01