Towards Translanguaging in CLIL: A Study on Teachers' Perceptions and Practices in Kazakhstan

Autor/inn/en	Karabassova, Laura; San Isidro, Xabier
Titel	Towards Translanguaging in CLIL: A Study on Teachers' Perceptions and Practices in Kazakhstan
Quelle	In: International Journal of Multilingualism, 20 (2023) 2, S.556-575 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karabassova, Laura) ORCID (San Isidro, Xabier)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1828426
Schlagwörter	Foreign Countries; Content and Language Integrated Learning; Code Switching (Language); Translation; Language Teachers; Teacher Attitudes; Multilingualism; Russian; Turkic Languages; English (Second Language); Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Language Usage; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; CLIL; Lernkonzept; Language teacher; Sprachunterricht; Lehrerverhalten; Mehrsprachigkeit; Multilingualismus; Russisch; Turkish; Türkisch; English as second language; English; Second Language; Englisch als Zweitsprache; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Sprachgebrauch; Kasachstan
Abstract	Since its inception in the 1990s Content and Language Integrated Learning (CLIL) has transformed from an initiative to improve communicative competence in foreign languages into a complex language-aware construct in which translanguaging and curriculum integration are identifiable pedagogical practices. This shift of paradigm in its conceptualisation has run parallel to the inclusion of multilingual practices in education, and it has been influenced by the so-called multilingual turn. However, despite the conceptualisation of CLIL becoming more complex, and translanguaging making an interesting case for research in multilingual and CLIL scenarios, there is still a dearth of studies dealing with translingual practices in different contexts. This article reports the results of an exploratory qualitative study investigating CLIL teachers' perceptions on the pedagogical use of translanguaging and the impact of those perceptions on their teaching practices in different trilingual schools in Kazakhstan. Findings (1) showed that teachers' stance on translanguaging is rather ambiguous; and (2) led us to identify a set of teaching practices related to how teachers make use of translanguaging: exclusive use of the target language as an ideal (end-goal); translanguaging as a way of scaffolding content; translanguaging as a transitional practice (temporary fix) and code-switching; and translanguaging as a way to counter teachers' own language proficiency limits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01