Journal of Immersion and Content-Based Language Education - Volume 7, Issue 1, 2019

Abstract

Content and language integrated learning (CLIL), an educational approach using a foreign language to teach non-language subjects, has been consistently gaining in popularity. Despite an increasing research base suggesting its benefits for general language proficiency, the contribution made to learning and using subject-specific target language elements is largely under-researched. This paper addresses one aspect of this, i.e. students’ use of subject-specific vocabulary in CLIL classroom communication. We propose a holistic model for identifying both single and multi-word lexical units specific to the school subject in oral classroom data, integrating corpus-linguistic and qualitative data analysis. The method is trialled using a data set of 16 hours of secondary-school CLIL classroom data within the subject of European economics and politics in Year 12. Findings show that a holistic definition of subject-specific vocabulary is vital, and that the model constitutes an adequate and flexible tool for specifying CLIL terminology in oral classroom discourse.

Abstract

This paper combines the perspectives of applied linguistics and history education in order to explore the viability of a genuinely non-binary pedagogy for content and language integration. Cognitive Discourse Functions (CDFs) are mapped against the model of historical competences underlying the current Austrian secondary history curriculum. The theoretical analysis shows the performance of CDFs as central to the constitution of historical competences. For the empirical part of the study, two complete didactic units on the topic of the Industrial Revolution were recorded, and oral and written utterances by students were analysed both in terms of CDF use and historical competences. The results confirm a significant connection between competences and CDFs. We argue that some explicit attention to CDFs and the linguistic resources necessary for their competent verbalization could significantly enhance the subject literacy level of Austrian CLIL history learners in both oral and written production.

Abstract

Important components of the teacher knowledge base are how aware a teacher is of language (including how it is acquired and best taught), as well as their language ideologies. Because a combination of ideologies and awareness may guide many pedagogical decisions, this mixed-methods sequential explanatory study explored prevalent language ideological orientations of educators in a dual language immersion (DLI) context, their degrees of Teacher Language Awareness (TLA), and the relationship between the two. Findings revealed that participants with high degrees of TLA oriented significantly more positively towards additive language ideologies, while educators with low degrees of TLA were significantly more likely to orient toward deficit ideologies. Data from cases representing high and low degrees of TLA provide an in-depth view of the relationship between teachers’ TLA and ideologies in practice. This study extends an understanding of how language awareness and ideologies interact, along with implications for pre- and in-service teacher professional development.

Abstract

This study analyzes a professional development intervention for preservice teachers that integrates language-acquisition strategies and academic content. The intervention is based on the Guided Language Acquisition Design (Project GLAD) and an elementary school’s science curriculum (FOSS), which included elements of effective professional development: active learning, models of effective practice, a focus on content, job-embeddedness, and reflection.

The Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education-certified preservice teachers found that scaffolding context-reduced and cognitively-demanding lessons were foundational for content and language learning. Helping to plan lessons, creating lesson materials, and implementing them with third-grade dual-language students were key to the preservice teachers’ pedagogical content knowledge of integrating language and content. This study illustrates how situated learning experiences are beneficial for preservice teachers to orchestrate effective integration of language and content instruction for students in dual-language classrooms.

Abstract

Although the incorporation of English Medium Instruction (EMI) in multilingual higher education institutions is widely accepted, it may be a source of tension for university professors for whom English is an additional language, particularly when both teacher and students share an L1 other than English. A need exists to examine how linguistic attributes of EMI are interpreted and executed by participants. This study focuses on dialogue between a content specialist and a language specialist during an EMI teacher development partnership at a multilingual Catalan university. Membership Category Analysis (MCA) explores the categories made relevant in interaction, category associated features and responsibilities, and their procedural relevance within the interaction. The article focuses on results relating to the emerging identities of EMI classroom participants and related linguistic attributes. The results shed light on tensions relating to language use in EMI, and may inform EMI teacher development processes and classroom language policy.

This article reviews Applied Linguistics Perspectives on CLIL978-9027213372€36, $54

This article reviews New Perspectives on Translanguaging and Education9781783097807$49.95 / €44.95 / £34.95