Understanding Subject Teachers' Language-Related Pedagogical Practices in Content and Language Integrated Learning Classrooms

Autor/inn/en	Hu, Jingjing; Gao, Xuesong
Titel	Understanding Subject Teachers' Language-Related Pedagogical Practices in Content and Language Integrated Learning Classrooms
Quelle	In: Language Awareness, 30 (2021) 1, S.42-61 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2020.1768265
Schlagwörter	Content and Language Integrated Learning; Teaching Methods; Language of Instruction; Second Language Learning; Second Language Instruction; English (Second Language); Metalinguistics; Teacher Education Programs; Foreign Countries; Grammar; Language Processing; Outcomes of Education; Learning Strategies; Language Role; Sino Tibetan Languages; Elementary Secondary Education; Language Usage; Educational Change; Native Language; Classroom Communication; Mathematics Instruction; Science Instruction; Teacher Attitudes; Course Content; Hong Kong + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Metalanguage; Metasprache; Ausland; Grammatik; Sprachverarbeitung; Lernleistung; Schulerfolg; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachgebrauch; Bildungsreform; Klassengespräch; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Kursprogramm; Hongkong
Abstract	Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when teaching subject content in the medium of English in Hong Kong, with a focus on their form-focussed processing and facilitation of language learning strategies. In the study, data collected through classroom observation and interviews were analysed. The analysis revealed that the participants covered limited language forms and language learning strategies in teaching. Their (lack of) language-related pedagogical practices were further interpreted with reference to their awareness of the roles of language in teaching, their understanding of the demands of the language used for learning, and their knowledge of EFL/ESL pedagogy. These findings confirm the significance of developing subject teachers' language awareness through CLIL teacher education programmes in successfully implementing CLIL programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01