1887
Volume 10, Issue 1
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Although recent years have seen a growth in studies examining teacher agency, educators working in the primary sector remain a relatively under-researched population. One specific group of teachers in primary education are those who teach Content and Language Integrated Learning (CLIL). In this study, we wanted to understand how CLIL primary teachers’ sense of agency helped them to navigate this professional role, considering factors in their ecologies which supported or inhibited their agency. Based on semi-structured, in-depth interviews with six primary school CLIL teachers, this study shows that even though these teachers were initially passionate about CLIL, they all ultimately exercised their agency as teachers in giving up on CLIL due to a limited sense of agency in the particular role as a CLIL educator.

Loading

Article metrics loading...

/content/journals/10.1075/jicb.20032.gru
2021-08-27
2025-02-06
Loading full text...

Full text loading...

References

  1. Aguilar, M.
    (2017) Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism, 20(6), 722–735.   10.1080/13670050.2015.1073664
    https://doi.org/10.1080/13670050.2015.1073664 [Google Scholar]
  2. Ahearn, L. M.
    (2001) Language and agency. Annual Review of Anthropology, 30, 109–137. 10.1146/annurev.anthro.30.1.109
    https://doi.org/10.1146/annurev.anthro.30.1.109 [Google Scholar]
  3. Arshad, V. & Lyster, R.
    (2021) Professional development in action: Teachers’ experiences in learning to bridge language and content. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.233–250). Multilingual Matters.
    [Google Scholar]
  4. Berg, J. M., Dutton, J. E. & Wrzesniewski, A.
    (2013) Job crafting and meaningful work. InB. J. Dik, Z. S. Byrne & M. F. Steger (Eds.), Purpose and meaning in the workplace (pp.81–104). American Psychological Association.   10.1037/14183‑005
    https://doi.org/10.1037/14183-005 [Google Scholar]
  5. Bortz, J. & Döring, N.
    (2016) Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler (5th ed.). Springer Medizin Verlag.   10.1007/978‑3‑642‑41089‑5
    https://doi.org/10.1007/978-3-642-41089-5 [Google Scholar]
  6. Bovellan, E.
    (2014) Teachers’ beliefs about learning and language as reflected in their views of teaching materials for content and language integrated learning (CLIL). [Unpublished PhD thesis, University of Jyväskylä, Finland].
    [Google Scholar]
  7. Brosius, H.-B., Haas, A. & Koschel, F.
    (2012) Methoden der empirischen Kommunikationsforschung. Eine Einführung. Springer.   10.1007/978‑3‑531‑94214‑8
    https://doi.org/10.1007/978-3-531-94214-8 [Google Scholar]
  8. Buchholz, B.
    (2007) Facts & Figures im Grundschul-Englisch. Eine Untersuchung des verbindlichen Fremdsprachenunterrichts ab der ersten Klasse an österreichischen Volksschulen. Lit Verlag GmbH & Co. KG.
    [Google Scholar]
  9. Bundesministerium für Bildung, Wissenschaft und Forschung (BMBWF)
    Bundesministerium für Bildung, Wissenschaft und Forschung (BMBWF) (2020) Das Pädagogik-Paket. Zeitgemäß. Transparent. Fair. https://www.bmbwf.gv.at/Themen/schule/zrp/pp.html
  10. Bundesministerium für Unterricht, Kunst und Kultur (BMUKK)
    Bundesministerium für Unterricht, Kunst und Kultur (BMUKK) (2005) Lehrplan der Volksschule. Achter Teil, Bildungs- und Lehraufgaben sowie Lehrstoff und didaktische Grundsätze der verbindlichen Übungen, Grundschule – Lebende Fremdsprache (1.-4. Schulstufe). [Stand. BGBl. II Nr. 368/2005, November 2005]. https://www.bmbwf.gv.at/Themen/schule/schulpraxis/lp/lp_vs.html#headingVerbindliche_Uebungen_der_Vorschulstufe
    [Google Scholar]
  11. Bundesministerium für Unterricht, Kunst und Kultur (BMUKK)
    Bundesministerium für Unterricht, Kunst und Kultur (BMUKK) (2012) Lehrplan der Volksschule. [BGBl. Nr. 134/1963 in der Fassung BGBl. II Nr. 303/2012 vom 13. September 2012]. https://www.bmbf.gv.at/schulen/unterricht/lp/lp_vs_gesamt_14055.pdf
    [Google Scholar]
  12. Burmeister, P. & Pastemak, R.
    (2007) Exciting and dangerous… Das Thema “Fire” im fremdsprachlichen Sachfachunterricht. Grundschule, 39(4), 36–40.
    [Google Scholar]
  13. Cohen, L., Manion, L. & Morrison, K.
    (2007) Research methods in education. Routledge. 10.4324/9780203029053
    https://doi.org/10.4324/9780203029053 [Google Scholar]
  14. Cohen, J.
    (2010) Getting recognised: Teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26, 473–481. 10.1016/j.tate.2009.06.005
    https://doi.org/10.1016/j.tate.2009.06.005 [Google Scholar]
  15. Creswell, W. J. & Miller, D. L.
    (2000) Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130.   10.1207/s15430421tip3903_2
    https://doi.org/10.1207/s15430421tip3903_2 [Google Scholar]
  16. Dafouz, E.
    (2021) ‘So, after a week, I became a teacher of English:’ Physics lecturers’ beliefs on the Integration of Content and Language in English-Medium Higher Education. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.134–153). Multilingual Matters.
    [Google Scholar]
  17. Dalton-Puffer, C., Hüttner, J. & Smit, U.
    (2021) From voluntary to obligatory CLIL in upper secondary technical colleges: Teacher and student voices from a diverse landscape. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.93–111). Multilingual Matters.
    [Google Scholar]
  18. Day, C.
    (2007) School reform and transitions in teacher professionalism and identity. InT. Townsend & R. Bates (Eds.), Handbook of teacher education: Globalization, standards and professionalism in times of change (pp.597–612). Springer.   10.1007/1‑4020‑4773‑8_41
    https://doi.org/10.1007/1-4020-4773-8_41 [Google Scholar]
  19. Day, C. & Qing, G.
    (2009) Teacher emotions: Wellbeing and effectiveness. Advances in teacher emotion research (pp.15–31). Springer.   10.1007/978‑1‑4419‑0564‑2_2
    https://doi.org/10.1007/978-1-4419-0564-2_2 [Google Scholar]
  20. Day, C., Kington, A., Stobart, G. & Sammons, P.
    (2006) The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. 10.1080/01411920600775316
    https://doi.org/10.1080/01411920600775316 [Google Scholar]
  21. Diekmann, A.
    (2013) Empirische Sozialforschung. Grundlagen, Methoden, Anwendung. Rowohlt Verlag.
    [Google Scholar]
  22. Doiz, A. & Lasagabaster, D.
    (2018) Teachers’ and students’ second language motivational self-system in English-medium instruction: A qualitative approach. TESOL Quarterly, 52(3), 657–679.   10.1002/tesq.452
    https://doi.org/10.1002/tesq.452 [Google Scholar]
  23. Dörnyei, Z. & Csizér, K.
    (1998) Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 203–229.   10.1177/136216889800200303
    https://doi.org/10.1177/136216889800200303 [Google Scholar]
  24. Duckworth, A. L., Quinn, P. D. & Seligman, M. E.
    (2009) Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540–547.   10.1080/17439760903157232
    https://doi.org/10.1080/17439760903157232 [Google Scholar]
  25. Duff, P.
    (2012) Identity, agency, and second language acquisition. InS. M. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp.410–426). Routledge.   10.4324/9780203808184
    https://doi.org/10.4324/9780203808184 [Google Scholar]
  26. Ecclestone, K.
    (2007) An identity crisis? The importance of understanding agency and identity in adults’ learning. Studies in the Education of Adults, 39(2), 121–131. 10.1080/02660830.2007.11661544
    https://doi.org/10.1080/02660830.2007.11661544 [Google Scholar]
  27. Eteläpelto, A., Vähäsantanen, K. & Hökkä, P.
    (2015) How do novice teachers in Finland perceive their professional agency?Teachers and Teaching, 21(6), 660–680. 10.1080/13540602.2015.1044327
    https://doi.org/10.1080/13540602.2015.1044327 [Google Scholar]
  28. Feryok, A.
    (2012) Activity theory and language teacher agency. The Modern Language Journal, 96(1).   10.1111/j.1540‑4781.2012.01279.x
    https://doi.org/10.1111/j.1540-4781.2012.01279.x [Google Scholar]
  29. Flick, U.
    (2012) Qualitative Sozialforschung: Eine Einführung. Rohwolt Verlag.
    [Google Scholar]
  30. Gallagher, M.
    (2017) Exploring resilience and wellbeing with mid-career primary teachers in Aotearoa/New Zealand: A strengths-based approach. [Master thesis, University of Otago, Dunedin, New Zealand].
    [Google Scholar]
  31. Gao, X.
    (2010) Strategic language learning: The roles of agency and context. Multilingual Matters. 10.21832/9781847692450
    https://doi.org/10.21832/9781847692450 [Google Scholar]
  32. Gefaell, C. & Unterberger, B.
    (2010) CLIL programme evaluation: Deriving implementation guidelines from stakeholder perspectives. Vienna English Working Papers, 19(3), 29–35.
    [Google Scholar]
  33. Gierlinger, E. M.
    (2021) L2 confidence in CLIL teaching: A tale of two teachers. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (S.195–212). Multilingual Matters.
    [Google Scholar]
  34. Gruber, M.-T.
    (2017) PrimA-CLIL: Multiple stakeholders’ perceptions of CLIL and its implementation at the primary school level in Austria. [Doctoral dissertation, University of Graz, Austria].
  35. Gruber, M.-T., Buchholz, B., Neugebauer, G., Fanta, H., Reiter, I., Lasnik, S., Blahowsky, G., Fasching, M. & Lewis, C.
    (2021) Der Lehrplan für „Lebende Fremdsprache in der Volksschule“ in der Praxis – Reflexion, Evaluierung und Perspektive der Implementierung auf der Primarstufe. InA. Holzinger, S. Kopp-Sixt, S. Luttenberger & D. Wohlhart (Eds.), Fokus Grundschule Band 2. Forschungsperspektiven und Entwicklungslinien. Waxmann.
    [Google Scholar]
  36. Gruber, M.-T., Lämmerer, A., Hofstadler, N. & Mercer, S.
    (2020) Flourishing or floundering: Factors contributing to CLIL primary teachers’ wellbeing in Austria. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3(1), 19–34.   10.5565/rev/clil.24
    https://doi.org/10.5565/rev/clil.24 [Google Scholar]
  37. Hofstadler, N., Talbot, K., Mercer, S. & Lämmerer, A.
    (2020) The thrills and ills of CLIL. InC. Gkonou, J.-M. Dewaele & J. King (Eds.), Language teaching: An emotional rollercoaster (pp.13–30). Multilingual Matters.   10.21832/9781788928342‑006
    https://doi.org/10.21832/9781788928342-006 [Google Scholar]
  38. Infante, D., Benvenuto, G. & Lastrucci, E.
    (2008) Integrating content and language at primary school in Italy: Ongoing experimental research. International CLIL Research Journal, 1(1), 74–82.
    [Google Scholar]
  39. Jimenez-Munoz, A.
    (2021) ‘It wasn’t my fault’: Lecturers’ notes to former selves after five years of EMI service. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.175–195). Multilingual Matters.
    [Google Scholar]
  40. Jin, J., Talbot, K. R. & Mercer, S.
    (2021) EMI teacher identity, language use and reported behaviours in Austrian Higher Education. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.33–54). Multilingual Matters.
    [Google Scholar]
  41. Kalaja, P., Barcelos, A. M. F., Aro, M. & Ruohotie-Lythy, M.
    (2016) Beliefs, agency and identity in foreign language learning and teaching. Palgrave Macmillan. 10.1057/9781137425959
    https://doi.org/10.1057/9781137425959 [Google Scholar]
  42. Kayi-Aydar, H., Gao, X., Miller, E. R., Varghese, M. & Vitanova, G.
    (Eds) (2019) Theorizing and analyzing language teacher agency. Multilingual Matters.
    [Google Scholar]
  43. Massler, U.
    (2012) Primary CLIL and its stakeholders: What children, parents and teachers think of the potential merits and pitfalls of CLIL modules in primary teaching. International CLIL Research Journal, 1(4), 36–46.
    [Google Scholar]
  44. Mayring, P.
    (2013) QCAmap: A software for qualitative content analysis. www.qcamap.org
    [Google Scholar]
  45. Mercer, S.
    (2011) Towards an understanding of language learner self-concept. Springer.   10.1007/978‑90‑481‑9569‑5
    https://doi.org/10.1007/978-90-481-9569-5 [Google Scholar]
  46. Miller, E. R. & Gkonou, C.
    (2018) Language teacher agency, emotion labor and emotional rewards in tertiary-level English language programs. System: An International Journal of Educational Technology and Applied Linguistics, 79, 49–59.   10.1016/j.system.2018.03.002
    https://doi.org/10.1016/j.system.2018.03.002 [Google Scholar]
  47. Millonig, D. J.
    (2015) Integrating English as a foreign language in Austrian primary schools: Contextual and participant perspectives. [Doctoral dissertation, The Open University, United Kingdom].
  48. Moate, J.
    (2011) The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333–346.   10.1080/02619768.2011.585023
    https://doi.org/10.1080/02619768.2011.585023 [Google Scholar]
  49. (2013) Reconceptualising teacherhood through the lens of foreign-language mediation. [Doctoral dissertation, University of Jyväskylä, Finland]. https://jyx.jyu.fi/bitstream/handle/123456789/40738/978-951-39-5034-7.pdf?sequence=1
  50. Moate, J. & Ruohotie-Lythy, M.
    (2020) Identity and agency development in a CLIL-based teacher education program [Special Issue]. Journal for the Psychology of Language Learning, 2(2), 92–106. 10.52598/jpll/2/2/7
    https://doi.org/10.52598/jpll/2/2/7 [Google Scholar]
  51. Pappa, S.
    (2021) Identity and emotions in teaching CLIL: The case of primary school teachers in Finland. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.16–32). Multilingual Matters.
    [Google Scholar]
  52. Pappa, S., Moate, J., Ruohotie-Lyhty, M. & Eteläpelto, A.
    (2017a) Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61–70.   10.1016/j.tate.2017.03.008
    https://doi.org/10.1016/j.tate.2017.03.008 [Google Scholar]
  53. (2017b) Teacher agency within the Finnish CLIL context: tensions and resources, International Journal of Bilingual Education and Bilingualism, 1–21.   10.1080/13670050.2017.1286292
    https://doi.org/10.1080/13670050.2017.1286292 [Google Scholar]
  54. Priestley, M., Biesta, G. J. J. & Robinson, S.
    (2015) Teacher agency: An ecological approach. Bloomsbury Academic. 10.4324/9781315678573‑15
    https://doi.org/10.4324/9781315678573-15 [Google Scholar]
  55. Roffey, S.
    (2012) Pupil wellbeing – teacher wellbeing: Two sides of the same coin?Educational and Child Psychology, 29(4), 8–17.
    [Google Scholar]
  56. Ruohotie-Lythy, M. & Moate, J.
    (2016) Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318–327. 10.1016/j.tate.2016.01.022
    https://doi.org/10.1016/j.tate.2016.01.022 [Google Scholar]
  57. Skinnari, K.
    (2020) CLIL challenges: Secondary school CLIL teachers’ voices and experienced agency in three European contexts [Special Issue]. Journal for the Psychology of Language Learning, 2(2), 6–19. 10.52598/jpll/2/2/2
    https://doi.org/10.52598/jpll/2/2/2 [Google Scholar]
  58. Skinnari, K. & Bovellan, E.
    (2016) CLIL teachers’ beliefs about integration and about their professional roles: Perspectives from a European context. InT. Nikula, E. Dafouz, P. Moore & U. Smit (Eds.), Conceptualising integration in CLIL and multilingual education (pp.145–170). Multilingual Matters. 10.21832/9781783096145‑010
    https://doi.org/10.21832/9781783096145-010 [Google Scholar]
  59. Sylvén, L. K.
    (2013) CLIL in Sweden-why does it not work? A metaperspective on CLIL across contexts in Europe. International Journal of Bilingual Education and Bilingualism, 16(3), 301–320. 10.1080/13670050.2013.777387
    https://doi.org/10.1080/13670050.2013.777387 [Google Scholar]
  60. Talbot, K. R., Gruber, M.-T., Lämmerer, A., Hofstadler, N. & Mercer, S.
    (2021) Comparatively speaking: CLIL/EMI teacher well-being at the primary, secondary and tertiary levels in Austria. InK. Talbot, M.-T. Gruber & R. Nishida (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp.154–174). Multilingual Matters.
    [Google Scholar]
  61. Van Lier, L.
    (2004) The ecology and semiotics of language learning. A sociocultural perspective. Springer. 10.1007/1‑4020‑7912‑5
    https://doi.org/10.1007/1-4020-7912-5 [Google Scholar]
  62. Wegner, A.
    (2012) Seeing the bigger picture: What students and teachers think about CLIL. International CLIL Research Journal, 1(4), 29–34.
    [Google Scholar]
  63. White, C. J.
    (2016) Agency and emotion in narrative accounts of emergent conflict in an L2 classroom. Applied Linguistics, 39(4), 579–598.   10.1093/applin/amw026
    https://doi.org/10.1093/applin/amw026 [Google Scholar]
  64. (2018) Language teacher agency. InS. Mercer & A. Kostoulas (Eds.), Language Teacher Psychology (pp.196–210). Multilingual Matters. 10.21832/9781783099467‑016
    https://doi.org/10.21832/9781783099467-016 [Google Scholar]
/content/journals/10.1075/jicb.20032.gru
Loading
/content/journals/10.1075/jicb.20032.gru
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): agency; CLIL; Handlungskompetenz; Primarbereich; primary, Austria; Selbst; self; Österreich
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error