Teacher Identity in CLIL: A Case Study of Two In-Service Teachers

Autor/in	Bárcena Toyos, Patricia
Titel	Teacher Identity in CLIL: A Case Study of Two In-Service Teachers
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 15 (2022) 1, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bárcena Toyos, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Professional Identity; Content and Language Integrated Learning; Metalinguistics; Pedagogical Content Knowledge; Foreign Countries; Bilingual Education; Decision Making; Case Studies; Faculty Development; Teacher Characteristics; Teacher Attitudes; Language of Instruction; Native Language; Second Language Learning; Elementary School Teachers; Spanish; English (Second Language); Teaching Methods; Linguistic Input; Teacher Student Relationship; Spain + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Metalanguage; Metasprache; Pädagogische Kompetenz; Ausland; Bilingual teaching; Bilingualer Unterricht; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Lehrerverhalten; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Spanien
Abstract	The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers negotiate their existing teacher identities in a CLIL environment and how they exercise those identities in the classroom. The study adopts a qualitative case study methodology using interviews and questionnaires. Findings show that the way teachers negotiated their identities was affected by their former personal and professional experiences, their conceptualization of the imagined community, and their investment in that community. The findings have implications for creating in-service training programs that enhance teachers' language awareness in CLIL and their association with the community. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01