Coteaching in a science-CLIL classroom: changes in discursive interaction as evidence of an English teacher’s science-CLIL professional identity development

Valdés-Sánchez, Laura; Espinet, Mariona

doi:10.1080/09500693.2019.1710873

Cited by 25 publications

(12 citation statements)

References 18 publications

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“…The results also indicate that collaboration is the second aspect with a large magnitude of differences in the means between the two groups. One of the aspects to consider is the fact that the co-teaching model is implemented in Spanish schools through the British Council Language Assistants program and the North American Language and Culture Assistants program by the MECD (Valdés-Sánchez & Espinet, 2020). Although not all of them, in general, bilingual classrooms have the support of a language assistant from an English-speaking country who collaborates with the homeroom teacher and works with students to master proficiency in English, i.e.…”

Section: Discussionmentioning

confidence: 99%

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Álvarez¹,

Prieto²,

Escobar³

et al. 2021

Rev. complut. educ

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Access to high-quality bilingual education is critical and has evolved in many different ways during the last decades. Given recent efforts to enhance bilingual education, it is important to examine the perceptions of the current education workforce who serve students in bilingual education programs. A hundred and sixty-four bilingual education professionals from Spain and the U.S. participated in the research. They completed a questionnaire about the effect of educational climate and policies in their own countries. Findings show that teachers from Spain rate bilingual education higher than teachers from the U.S. There are significant differences in their general perceptions and insights about resources, collaboration, students, parents and community. Being proficient in two languages seems to have a positive effect on two categories: general perceptions and perceptions about parents. Our findings also suggest that the years of teaching experience influence their responses and there is a need for more professional development in both countries.

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Section: Discussionmentioning

confidence: 99%

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Álvarez¹,

Prieto²,

Escobar³

et al. 2021

Rev. complut. educ

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“…Three studies examined how to prepare preservice teachers with models for integrating science and language with MLs. Valdés‐Sánchez and Espinet (2020) described a model for science teacher education that highlighted the development of teacher professional identity. The study examined how one elementary teacher's professional identity as a teacher of science and language evolved through coteaching experiences with science teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

2023

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As the vision in A Framework for K‐12 Science Education and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS‐designed curriculum materials and address the unique strengths and needs of diverse student groups, including multilingual learners (MLs). The purpose of this article is to propose our conceptual framework for PD programs that aligns with current reform efforts and is grounded in the mutually supportive nature of contemporary science and language instructional shifts. Specifically, we examine our previous NGSS‐designed curriculum development project with MLs and review the literature in science education and language education with MLs. Our conceptual framework for PD programs is grounded in the perspective of symmetry that teacher professional learning experiences should be symmetrical to the learning experiences we organize for students. Grounded in this perspective, our conceptual framework consists of three design principles that describe how PD programs can guide teachers to (a) develop an asset‐oriented view of MLs and instructional practices for recognizing and leveraging their assets, (b) integrate science and language in mutually supportive ways with MLs, and (c) develop more sophisticated instructional practices for integrating science and language with MLs over time. We describe contributions of our conceptual framework, which could generate a new research agenda and inform PD programs aimed at facilitating uptake of NGSS‐designed curriculum materials in linguistically diverse science classrooms.

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“…This teaching method often occurs in various disciplines. Co-Teachers collaborate within the classroom environment to support language learners and content integration [6]. Therefore, collaborative teaching can be implemented across all instructional levels and subject areas.…”

Section: Collaborative Teaching In Clil Classroommentioning

confidence: 99%

Bilingual Education: Environmental Ecology in CLIL Classroom

Chang¹,

Cheng²

2022

Advances in Social Science, Education and Humanities Research

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As a form of bilingual education, Content and Language Integrated Learning (CLIL) teaching methodology offers a significant contribution to empowering students' intercultural communication. In a globalized world, schools face the challenges of multilingual and multicultural societies. Students of various levels should be equipped with the intercultural communicative competence while learning subject content. Through CLIL teaching approach making meaning and shaping the academic knowledge and experience, authentic communication in class can be achieved in short periods of valuable teaching time. This study aims to provide a CLIL teaching of Environmental Ecology to show how students learn the academic language to address the key concepts and also become aware of the hidden cultural codes. This CLIL course is the intersection of content, cognition and language which not only engages students in cognitive activities and raises their eco-cultural consciousness but also improves their ability to express their thoughts appropriately and boosts their motivation in subject and language learning.

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Coteaching in a science-CLIL classroom: changes in discursive interaction as evidence of an English teacher’s science-CLIL professional identity development

Cited by 25 publications

References 18 publications

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Bilingual education teachers’ perceptions of the educational climate and policies in the United States and Spain

Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework

Bilingual Education: Environmental Ecology in CLIL Classroom

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