Becoming a “language-aware” content teacher: Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process

He, Peichang; Lin, Angel M. Y.

doi:10.1075/jicb.17009.he

Article published In:

Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Edited by Laurent Cammarata and T.J. Ó Ceallaigh
[Journal of Immersion and Content-Based Language Education 6:2] 2018
► pp. 162–188

Becoming a “language-aware” content teacher

Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process

Peichang He | The University of Hong Kong

Angel M. Y. Lin | Simon Fraser University

Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL.

Keywords: CLIL teacher education, teacher language awareness, teacher identity, knowledge about language, pedagogical content knowledge, school-university partnership

Article outline

1.Introduction
2.CLIL TLA development in boundary-crossing communities of practice (COP)
3.Research design
- 3.1Context of the study
- 3.2Data collection and analysis
4.Findings
- 4.1Pre-collaboration stage: A content teacher and science language user
- 4.2Early collaboration: A content teacher and language analyst
- 4.3Mid-term collaborations: A CLIL teacher with emerging TLA
- 4.4Later collaborations: A CLIL teacher with advanced TLA
5.Discussion
6.Conclusion: A lens for conceptualising CLIL teacher education as a collaborative, dynamic, and dialogic process (CDDP)
Notes
References

Published online: 23 October 2018

https://doi.org/10.1075/jicb.17009.he

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