Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Banegas, Darío Luis; Beamud, Marta del Pozo

doi:10.1177/0033688220930442

Cited by 33 publications

(20 citation statements)

References 41 publications

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“…This shift to including topics which are not usually found in L2 education is also the consequence of recent changes in language teacher preparation programmes and continuing professional development opportunities. As illustrated in recent studies in Argentina (Banegas & del Pozo Beamud, 2020) and Chile (Barahona & Benítez, 2020), language teacher education programmes in South America are moving beyond a focus on form and the acritical reproduction of hegemonic approaches and are slowly embracing and developing culturally-situated language learning pedagogies.…”

Section: Intercultural Communicative Competence and Citizenshipmentioning

confidence: 99%

Research into practice: CLIL in South America

Banegas

2021

Lang. Teach.

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This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

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Section: Intercultural Communicative Competence and Citizenshipmentioning

confidence: 99%

Research into practice: CLIL in South America

Banegas

2021

Lang. Teach.

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“…Considering the benefits of LS and MLS components for pre-service EFL teacher education as mentioned in the aforementioned literature, there is a need to implement MLS in Turkey. Moreover, even though materials development and lesson planning play an important role in forming prospective CLIL teachers' practices (Banegas & del Pozo Beamud, 2020), there have been no studies in Turkey dealing with the design of a CLIL research lesson by EFL student teachers engaging in MLS. Thus, this study has the main objective to reveal the improvement of instruction within a CLIL lesson by means of the MLS procedure and to ascertain the perspectives of three MLS group members about the major components of MLS.…”

Section: Lesson Study In English Language Teacher Educationmentioning

confidence: 99%

Microteaching Lesson Study for Prospective English Language Teachers: Designing a Research Lesson

Coşkun¹

2021

PERR

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In this study, Microteaching Lesson Study (hereafter MLS) was applied for a research lesson designed by the MLS group members including three third-year prospective English language teachers in line with the Content and Language Integrated Learning (hereafter CLIL) approach. This qualitative study aims to uncover the contribution of MLS to the improvement of the teaching within a single lesson geared toward young learners and the perspectives of MLS group members about major components of the MLS process. The participants of the study are three MLS group members, 15 peers and an instructor in the English Language Teaching (hereafter ELT) department of a state university in Turkey. The lesson collaboratively developed by the MLS group members was presented three times by a different member to a different group of five peers who pretended to be young learners. After each lesson, revision meetings were held to analyze the self-reflection of the presenter, the peer/instructor feedback about the lesson and the recorded lesson. The analysis of the revision meetings illustrated the instructional improvement cycle of MLS. Moreover, the analysis of the semi-structured interviews with the MLS group members revealed that they were generally satisfied with the major components of MLS, such as collaborative lesson planning and receiving feedback from peers although a few concerns were mentioned as well. It is suggested that MLS should be incorporated into ELT programs.

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“…Also, language integration into science is essential in other countries where the Language of Teaching and Learning (LoTL) is not the learners' mother tongue. In China (Macaro & Childs, 2019), Sri Lanka (Vithanapathirana & Nettikumara, 2020), Argentina and Spain (Banegas & del Pozo Beamud, 2020), Singapore, Malaysia and Hong Kong (Lin et al, 2019), and indeed in other parts of the world where LoTL is not the mother tongue of the learners.…”

Section: Introductionmentioning

confidence: 99%

Integrating language literacy in physical sciences in Riba Cross District, South Africa

Kibirige

Mogofe

2021

CJES

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The language of teaching and learning challenges Physical Sciences teachers and impacts learners’ achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108 boys; 103 girls) from nine schools exhibiting low academic achievements. Data were gleaned through the Literacy Skills Usage Survey Questionnaire (LSUSQ). The results show that 77.78% of the teachers did not engage learners in report writing and arguments which are fundamental to language literacy, suggesting that integrating literacy in science teaching was inadequate. Learners had difficulties in contributing to word walls, writing reports, and arguing from evidence. The lack of integration suggests that teachers lacked training in integrating language literacy into science teaching. These findings underscore the need for workshops to enable teachers to incorporate language literacy in teaching Physical Sciences. Keywords: arguing from evidence, integrate, language literacy, reading and report writing

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Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain

Cited by 33 publications

References 41 publications

Research into practice: CLIL in South America

Research into practice: CLIL in South America

Microteaching Lesson Study for Prospective English Language Teachers: Designing a Research Lesson

Integrating language literacy in physical sciences in Riba Cross District, South Africa

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