Literaturnachweis - Detailanzeige
Autor/inn/en | Pham, Phuong Anh; Unaldi, Aylin |
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Titel | Cross-Curricular Collaboration in a CLIL Bilingual Context: The Perceptions and Practices of Language Teachers and Content Subject Teachers |
Quelle | In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2918-2932 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Pham, Phuong Anh) ORCID (Unaldi, Aylin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1367-0050 |
DOI | 10.1080/13670050.2021.1995320 |
Schlagwörter | Interdisciplinary Approach; Content and Language Integrated Learning; Teacher Attitudes; Teacher Responsibility; Second Language Learning; Second Language Instruction; Faculty Development; Program Implementation; Foreign Countries; Curriculum Design; Bilingual Education; Barriers; Educational Benefits; Teacher Role; Faculty Workload; English (Second Language); Scheduling; Time Management; Teacher Collaboration; Secondary School Teachers; Vietnamese Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; CLIL; Lernkonzept; Lehrerverhalten; Lehrverpflichtung; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lehrplangestaltung; Bilingual teaching; Bilingualer Unterricht; Bildungsertrag; Lehrerrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Disposition; Zeitmanagement; Lehrerkooperation |
Abstract | Content and Language integrated learning (CLIL) revolves around the dual goal of language acquisition and content knowledge; therefore, the cross-curricular collaboration between language and content teachers is one of the key factors for the success of CLIL education. This study investigates multiple aspects of cross-curricular collaboration in a Vietnamese CLIL program, including teachers' beliefs about pedagogic roles, professional support provided, and actual cross-curricular collaboration implemented. Data collected from eight teachers through semi-structured interviews were coded for emerging themes using thematic analysis, and relevant documents were analysed as complementary data. The findings indicate that the teachers viewed their pedagogical responsibilities and foci rigidly within their discipline, rather than as a dual-focused role of both language and content teaching. Additionally, a mismatch between professional support provided by the school and by the program designers was identified, indicating insufficient training and supervision in the implementation of the program. Although there was evidence of teacher collaboration, the practice still lacked consistency and systematicity due to issues such as workload, schedule and motivation. The findings from this study have important implications for professional development and curriculum design in CLIL bilingual programs to facilitate successful cross-curricular collaboration. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |