Trajectories of Learning to Become CLIL Teachers: Lived Experiences and Professional Growth

Autor/inn/en	Prabjandee, Denchai; Kewara, Punwalai
Titel	Trajectories of Learning to Become CLIL Teachers: Lived Experiences and Professional Growth
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 16 (2023) 2, S.770-783 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Faculty Development; Content and Language Integrated Learning; Language of Instruction; Educational Policy; Language Usage; Second Language Learning; Second Language Instruction; Case Studies; Teacher Attitudes; Monolingualism; Educational Change; Professional Identity; English (Second Language); Universities; College Faculty; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Case study; Fallstudie; Case Study; Lehrerverhalten; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; University; Universität; Fakultät; Ausland
Abstract	In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL teachers, who were obliged to implement CLIL because of the school policy. The study utilised trajectories of learning as a theoretical framework and employed a narrative case study to interview five in-service CLIL teachers. The findings revealed that the teachers entered the CLIL community by accident; they were assigned to teach CLIL by the school directors simply after visiting a CLIL school. Even though their trajectory was accidental, these teachers moved to an insider and inbound trajectory through constant practice, networking, and extensive professional development. This paper argues that converting a monolingual content classroom into a CLIL classroom is more than changing a language of instruction; instead, it takes one's identity. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01