{"title":"Teacher Professional Development in Language-Driven CLIL: A Case Study","authors":"D. Banegas","doi":"10.5294/laclil.2019.12.2.3","DOIUrl":null,"url":null,"abstract":"El desarrollo profesional para AICLE enfocado en la lengua: un estudio de caso O desenvolvimento profissional no CLIL com foco no idioma: Um estudo de caso Teacher Professional Development in Language-Driven CLIL: A Case Study The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Banegas, D. L. (2019). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3 Received: 05/02/2019 Approved: 23/04/2019 Published: 11/05/2020","PeriodicalId":43989,"journal":{"name":"Latin American Journal of Content & Language Integrated-LACLIL","volume":"12 1","pages":"242-264"},"PeriodicalIF":0.2000,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5294/laclil.2019.12.2.3","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Latin American Journal of Content & Language Integrated-LACLIL","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5294/laclil.2019.12.2.3","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 16
Abstract
El desarrollo profesional para AICLE enfocado en la lengua: un estudio de caso O desenvolvimento profissional no CLIL com foco no idioma: Um estudo de caso Teacher Professional Development in Language-Driven CLIL: A Case Study The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Banegas, D. L. (2019). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264. https://doi.org/10.5294/laclil.2019.12.2.3 Received: 05/02/2019 Approved: 23/04/2019 Published: 11/05/2020
语言综合学习的专业发展和语言综合学习(CLIL)在语言教育文献中一直是一个小众领域,尤其是在拉丁美洲。本研究的目的是探索2018年交付的持续专业发展课程的效果,以支持阿根廷州立中学语言驱动的CLIL实施。作为一个案例研究,该调查利用了一位教师的数据,这些数据是通过多个来源收集的,用于三角测量目的。两个研究问题指导了这项研究:1)教师对语言驱动的CLIL有什么信念?2)针对英语中学教师的持续专业发展课程对语言驱动型CLIL的影响是什么?研究结果表明,在该教师的实践中,语言驱动型CLIL的一个显著特征是真实性,而不是语言与内容的整合。研究结果还表明,CLIL的成功取决于学习者的英语语言能力。基于教师对CLIL的信念,这门课程对教师的身份产生了影响,使其成为一名材料开发者和自主、批判性的实践者,能够通过反思自己的实践和课程导师提供的阅读材料来建立理论。参考本文(APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Banegas, d.l.(2019)。语言驱动型CLIL中的教师专业发展:个案研究。中文信息学报,12(2),242-264。https://doi.org/10.5294/laclil.2019.12.2.3收稿日期:05/02/2019批准日期:23/04/2019发布日期:11/05/2020