CLIL Teacher Professional Development for Content Teachers in Thailand

Autor/inn/en	Kewara, Punwalai; Prabjandee, Denchai
Titel	CLIL Teacher Professional Development for Content Teachers in Thailand
Quelle	In: Iranian Journal of Language Teaching Research, 6 (2018) 1, S.93-108 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Faculty Development; Language of Instruction; English (Second Language); Educational Policy; Knowledge Level; Second Language Learning; Teaching Methods; Program Implementation; Fidelity; Teacher Attitudes; Secondary School Teachers; Observation; Interviews; Program Effectiveness; Video Technology; Misconceptions; Language Usage; Thailand + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Politics of education; Bildungspolitik; Wissensbasis; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Beobachtung; Interviewing; Interviewtechnik; Missverständnis; Sprachgebrauch
Abstract	In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL) approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01