Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses

IF 2.1 2区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang, Sue Starfield
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引用次数: 1

Abstract

In this paper, we report on an international collaborative project designed to address the professional development needs of Vietnamese teachers for the implementation of Content and Language Integrated Learning (CLIL). We collected data on a group of CLIL Vietnamese teachers and leaders through online interviews. Drawing on Cultural-Historical Activity Theory (CHAT), the paper illuminates how CLIL teachers, as the subject of the professional learning (PL) system, utilized tools to develop their capacity for CLIL teaching against the backdrop of various sociocultural factors that regulate this learning process. The analysis helped us to identify various challenges facing CLIL teachers’ PL. These challenges arose from an absence of an effective learning system mostly related to contextual obstacles and widespread misconceptions, even among the leaders and CLIL trainers, about the nature of CLIL. This study contributes suggestions to enhance the quality of PL for CLIL teachers, which is a pressing issue for the successful implementation of CLIL in the context of Vietnam and beyond.
在越南发展内容语言综合学习(CLIL)教学的专业能力:紧张和反应
在本文中,我们报告了一个国际合作项目,旨在解决越南教师在实施内容和语言综合学习(CLIL)方面的专业发展需求。我们通过在线访谈收集了一组CLIL越南教师和领导的数据。本文以文化历史活动理论(CHAT)为基础,阐述了作为专业学习(PL)体系主体的CLIL教师如何在各种社会文化因素调节下,利用工具发展自己的CLIL教学能力。该分析帮助我们确定了CLIL教师教学面临的各种挑战。这些挑战源于缺乏有效的学习系统,主要与上下文障碍和广泛的误解有关,甚至在领导者和CLIL培训师中,对CLIL的本质也存在误解。本研究为提高CLIL教师的教学质量提供了建议,这是CLIL在越南乃至世界范围内成功实施的一个紧迫问题。
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来源期刊
CiteScore
4.70
自引率
0.00%
发文量
34
期刊介绍: Language & Education provides a forum for the discussion of recent topics and issues in the language disciplines which have an immediate bearing upon thought and practice in education. Articles draw from their subject matter important and well-communicated implications for one or more of the following: curriculum, pedagogy or evaluation in education. The task of the Journal is to encourage language specialists and language in education researchers to organise and present their material in such a way as to highlight its educational implications, thereby influencing educational theorists and practitioners and therefore educational outcomes for individual children.
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