The Integration of Content and Language in CLIL: A Challenge for Content-Driven and Language-Driven Teachers

Autor/inn/en	Villabona, Nerea; Cenoz, Jasone
Titel	The Integration of Content and Language in CLIL: A Challenge for Content-Driven and Language-Driven Teachers
Quelle	In: Language, Culture and Curriculum, 35 (2022) 1, S.36-50 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Villabona, Nerea) ORCID (Cenoz, Jasone)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2021.1910703
Schlagwörter	Content and Language Integrated Learning; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Multilingualism; Geographic Regions; Case Studies; Language Teachers; Course Content; Foreign Countries; Program Implementation; Teacher Attitudes; Language of Instruction; Spanish; Languages; Bilingual Teachers; Secondary School Teachers; Science Teachers; Comparative Analysis; Teacher Student Relationship; Language Usage; Classroom Communication; Spain + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus; Case study; Fallstudie; Case Study; Language teacher; Sprachunterricht; Kursprogramm; Ausland; Lehrerverhalten; Teaching language; Unterrichtssprache; Spanisch; Language; Sprache; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachgebrauch; Klassengespräch; Spanien
Abstract	Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that balance. In the Basque Autonomous Community (BAC), a multilingual region in Spain, schools are implementing CLIL programmes in order to improve students' English proficiency and foster multilingualism. This case study aims at exploring how teachers in this particular setting conceptualise the integration of content and language in CLIL and their understanding is reflected through pedagogical practices. For that purpose, the thoughts and practices of two CLIL teachers with different teaching backgrounds are examined here. The findings show that teachers understand and implement CLIL in different ways and that there are substantial differences between the content-oriented teacher and the language-oriented teacher. This study shows that it is difficult to achieve a balance of content and language in CLIL classrooms because some classes tend to be content-oriented without enough attention given to language, while others are language-oriented without enough attention paid to content. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01