Student-teachers’ understanding of language teaching through the CLIL Language Triptych

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-10-29 DOI:10.1016/j.learninstruc.2024.102044

Darío Luis Banegas , D. Philip Montgomery , Nina Raud

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引用次数: 0

Abstract

Background

Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.

Aim

This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.

Sample

The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.

Method

Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.

Results

Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching).

Conclusion

The Language Triptych is a potentially powerful lens that facilitates professional awareness.

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学生教师通过 CLIL 语言三部曲对语言教学的理解

背景随着内容与语言整合学习（CLIL）在全球范围内的广泛开展，它继续受到关注。本研究调查了学生教师对 Coyle 等人（2010 年）的 "语言三要素"（Language Triptych）的理解和使用情况，以规划和提供以 CLIL 为导向的课程，作为他们实习的一部分。方法作为一项定性研究，通过论坛讨论、课堂观察和（刺激回忆式）访谈收集数据。结果专题分析表明，学生教师理解并使用了 "语言三部曲 "作为教学组织工具，它不仅适用于 CLIL，也适用于一般的语言教学。他们还将其作为基于方案的教师学习催化剂，以理解其他核心内容（如系统功能语言学），并将其作为专业知识扩展工具，因为三联图使他们能够表达新的理解（如语言教学的多空间性）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.