Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training

DelliCarpini, Margo

doi:10.1007/978-3-030-70095-9_11

Cited by 4 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, the participating EFL teachers agreed on the advantages of the peer feedback process, and from the metaphors they generated to describe their peers, it was realized that their perceptions of their peers were also positive. This finding concurs with the idea that it is essential for CLIL teachers and materials designers to work cooperatively and support each other by sharing experiences, materials and practices (Banegas, 2016;Coyle et al, 2010;DelliCarpini, 2021).…”

Section: Discussionsupporting

confidence: 87%

“…Therefore, it would be fair to recommend that CLIL lesson planning could be an integral part of English teacher education programs, and more specifically, English language teachers should be given the theoretical background of CLIL as in the current study and then encouraged to prepare lesson plans and accompanying materials in line with a framework and a template (e.g., Coyle et al, 2010) in in-service teacher education programs or MA programs in the field of ELT (Banegas, 2017). The integration of content-based teaching into MA TESOL (Teaching English to Speakers of Other Languages) programs is thought to be necessary taking the popularity of such programs in various TESOL contexts into account (DelliCarpini, 2021;Turner, 2021). As also implemented in the present study, a peer feedback consortium can be established among the EFL teachers to share feedback about CLIL lesson plans and materials because peer feedback is considered useful in the process of teachers' professional development (Farrell, 2011).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Content and Language Integrated Learning from the Perspectives of English Language Teachers

COŞKUN

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

The aim of the study is to explore the perspectives of English language teachers about content and language integrated learning (CLIL) after their preparation of lesson plans and accompanying materials in line with the language-driven CLIL approach. The participants are five English language teachers who are enrolled in the MA program in the department of English Language Teaching (ELT) at a state university in Turkey. After receiving adequate theoretical background, they were given time to develop three language-driven CLIL lesson plans following the steps of a lesson template. When the participants completed each lesson plan based on the contents they chose, they received feedback from their peers and revised their lesson plans accordingly. At the end of the whole lesson planning procedure, their lesson plans were analyzed to uncover their CLIL lesson plan preferences in terms of content. Also, by means of semi-structured interviews, their perspectives about the lesson planning process and in what ways the process contributed to their improvement were revealed. It was found that the CLIL lesson planning process and its contribution to their improvement in certain areas were generally perceived positively. Thus, it can be suggested that English language teachers should be encouraged to develop CLIL lesson plans.

show abstract

Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 99%

Content and Language Integrated Learning from the Perspectives of English Language Teachers

COŞKUN

2022

Bartın Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

show abstract

“…It is observed that prospective teachers in this study mainly used online methods for these data collection procedures. This result supports the notion that collaboration and mutual support between CLIL teachers and materials designers, including exchanging experiences, resources, and best practices, are crucial (Bannegas, 2016;Coşkun, 2022;Coyle et al, 2010;DelliCarpini, 2021).…”

Section: Interdisciplinary Planning Process and 4c Frameworksupporting

confidence: 78%

Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”

ÖZBAŞ

Güryay

2023

International E-Journal of Educational Studies

View full text Add to dashboard Cite

This study aims to examine the process of developing interdisciplinary lesson plans for prospective English and social studies teachers using the Content-based language instruction model (CLIL) and through collaborative work. The participants of the study consisted of 30 prospective English and 10 prospective social studies teachers who were continuing their pre-service university education in one of the western provinces of Turkey. A qualitative approach was used to answer the research problem, and data collection tools consisted of questionnaires, semi-structured group interviews, and lesson plans. Both descriptive and content analysis was used to reach inferential results. As a result of the research, it was understood that pre-service teachers’ own learning experiences affect their beliefs about their teaching experiences. Besides, it was understood that the 4C model, which can be used in CLIL, is specifically suitable for social studies. In line with these results, suggestions were made for future studies.

show abstract

“…When teachers are aware of the language acquisition models their students are a part of, they can tailor their instruction to meet their students' linguistic and academic needs (DelliCarpini and Alonso, 2014;DelliCarpini, 2021). They can also help them understand their students' cultural and linguistic backgrounds which can promote a more inclusive and culturally responsive classroom environment (García and Kleifgen, 2018).…”

Section: Horizon Content Knowledge (Hck): the Urgency Of An English-o...mentioning

confidence: 99%

Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals

Fernández

Galarza

2023

Front. Educ.

View full text Add to dashboard Cite

We are amid a rapid demographic shift, with Emergent Bilinguals (EBs) being the fastest growing K-12 student population. This has created an ambitious goal for teacher education programs as they must prepare mathematics pre-service teachers (PSTs) to assess the needs of EBs. As a response, this study conducted a qualitative analysis of 16 PSTs to propose a contextualized version of the Mathematical Knowledge for Teaching (MKT) framework as an emerging knowledge base of teaching that can be used to further guide the planning and enactment of teacher education programs in the mathematics education of EBs, specifically.

show abstract

Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training

Cited by 4 publications

References 16 publications

Content and Language Integrated Learning from the Perspectives of English Language Teachers

Content and Language Integrated Learning from the Perspectives of English Language Teachers

Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”

Contextualizing the Mathematical Knowledge for Teaching Framework for teachers of Emergent Bilinguals

Contact Info

Product

Resources

About