CLIL Teacher Training and Teachers' Choices: Exploring Planned Language Use in the Australian Context

Autor/inn/en	Turner, Marianne; Fielding, Ruth
Titel	CLIL Teacher Training and Teachers' Choices: Exploring Planned Language Use in the Australian Context
Quelle	In: Language, Culture and Curriculum, 34 (2021) 3, S.224-241 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fielding, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2020.1792920
Schlagwörter	Content and Language Integrated Learning; Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Faculty Development; Elementary Secondary Education; Context Effect; Native Language; Language Usage; Language of Instruction; Classroom Communication; Lesson Plans; Indonesian; Chinese; Japanese; Korean; Teacher Collaboration; Bilingual Teachers; English (Second Language); Bilingual Education; Australia + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Teaching language; Unterrichtssprache; Klassengespräch; Lesson planning; Unterrichtsplanung; China; Chinesen; Japaner; Japanisch; Koreanisch; Lehrerkooperation; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Australien
Abstract	The term 'CLIL' has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change, to teachers driving initiatives where schools have accepted, but not substantially committed to, initiatives. However, although the flexibility has helped more teachers and schools experiment with putting a target language across the curriculum, we propose that the significant role context plays in the implementation of CLIL has implications both for teacher training and for ways in which languages (the target language and the dominant language) are used in the classroom. To illustrate this, we draw on data we collected from six different qualitative studies investigating a total of five primary schools and four secondary schools across the two Australian states of New South Wales and Victoria. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01