Content and Language Integrated Learning in Technical Vocational Education: Teachers' Practical Knowledge and Teaching Behaviour

Autor/inn/en	Wildeman, Elly; Koopman, Maaike; Beijaard, Douwe
Titel	Content and Language Integrated Learning in Technical Vocational Education: Teachers' Practical Knowledge and Teaching Behaviour
Quelle	In: Journal of Vocational Education and Training, 75 (2023) 3, S.479-500 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wildeman, Elly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2021.1899269
Schlagwörter	Content and Language Integrated Learning; Technical Education; Vocational Education; Pedagogical Content Knowledge; Teacher Behavior; Vocational Education Teachers; Teacher Attitudes; Teacher Responsibility; Language Proficiency; Language Usage; Teaching Methods; Thinking Skills; Faculty Development; Secondary Education; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Technikunterricht; Ausbildung; Berufsbildung; Pädagogische Kompetenz; Teacher behaviour; Lehrerverhalten; Ausbilder; Lehrverpflichtung; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Sekundarbereich; Ausland; Niederlande
Abstract	This study investigates subject teachers' practical knowledge and teaching behaviour regarding integrated language teaching in the context of vocational education. The emphasis was on the nature of teachers' subject-specific language awareness and how they enact this awareness in their teaching practice. For this purpose, teachers in vocational education were interviewed and observed while teaching. The results reveal that teachers differ in their subject-specific language awareness. Some teachers are unaware of the relation between language and learning, while others are aware of this relation and feel responsible towards their students' language proficiency. Teachers who feel this responsibility stimulate students' active language use and use more advanced interaction strategies to promote students' higher cognitive thinking. The results of this study indicate that raising subject teachers' language awareness needs to be part of activities for teacher professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01