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ERIC Number: EJ1452070
Record Type: Journal
Publication Date: 2024
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0965-8416
EISSN: EISSN-1747-7565
Teacher Language Awareness in CLIL Teacher Education in Argentina, Colombia, and Ecuador: A Multiple Case Study
Darío Luis Banegas; Rodrigo Arellano
Language Awareness, v33 n4 p707-730 2024
This multiple case study-based investigation examined teacher language awareness (TLA) for content and language integrated learning (CLIL). This study was carried out in three teacher education programmes in Argentina, Colombia, and Ecuador during two consecutive academic years (2019-2020, 2020-2021), and it sought to explore teacher educators' (n = 5) and student-teachers' (n = 58) understanding and practice of (teacher) language awareness for CLIL settings. Data were collected through interviews, online forums, teaching resources (e.g. slides, lesson plans, assignments) and classroom observations (online and face-to-face), and analysed following an interpretivist and inductive approach. Findings show that the participants approached TLA as explicit knowledge about language, and associated it to notions of basic interpersonal skills, general academic language, and subject-­specific terminology when TLA was embedded in CLIL. Based on Morton's (Citation2018) construct of language knowledge for content learning, the paper puts forward a data-driven model of teacher language awareness for CLIL teacher education.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia; Argentina; Ecuador
Grant or Contract Numbers: N/A