{"title":"Student-teachers’ understanding of language teaching through the CLIL Language Triptych","authors":"","doi":"10.1016/j.learninstruc.2024.102044","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>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.</div></div><div><h3>Sample</h3><div>The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.</div></div><div><h3>Method</h3><div>Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.</div></div><div><h3>Results</h3><div>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).</div></div><div><h3>Conclusion</h3><div>The Language Triptych is a potentially powerful lens that facilitates professional awareness.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001713","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.