2022
DOI: 10.5294/laclil.2021.14.2.5
|View full text |Cite
|
Sign up to set email alerts
|

“I Wouldn’t Say There Is Anything Language Specific”: The Disconnect between Tertiary CLIL Teachers’ Understanding of the General Communicative and Pedagogical Functions of Language

Abstract: CLIL teachers, particularly in tertiary “hard” CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this will improve their language skills. However, they do not seem to develop transfer strategies that would allow them to benefit from this language engagement in their teaching. T… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3

Citation Types

0
3
0

Year Published

2022
2022
2024
2024

Publication Types

Select...
2
1

Relationship

0
3

Authors

Journals

citations
Cited by 3 publications
(3 citation statements)
references
References 38 publications
0
3
0
Order By: Relevance
“…When they are asked to think about their students' language development, they understand this as meaning work on vocabulary and grammar, which they do not feel qualified to teach, rather than the role of language in the building and transfer of knowledge. Thus, language, which is a natural part of their L1 teaching, is perceived as detached from the content once they teach in a foreign language (Fürstenberg et al, 2021). In fact, they then experience language as an obstacle to effective teaching.…”
Section: Strategies and Techniques For Interactive Teachingmentioning
confidence: 99%
See 2 more Smart Citations
“…When they are asked to think about their students' language development, they understand this as meaning work on vocabulary and grammar, which they do not feel qualified to teach, rather than the role of language in the building and transfer of knowledge. Thus, language, which is a natural part of their L1 teaching, is perceived as detached from the content once they teach in a foreign language (Fürstenberg et al, 2021). In fact, they then experience language as an obstacle to effective teaching.…”
Section: Strategies and Techniques For Interactive Teachingmentioning
confidence: 99%
“…The second time, the teacher was asked to stop the video whenever he had a comment on the classroom scene. The researchers also took on the role of coaches, answered the teacher's questions and offered their observations and feedback on his language use (Fürstenberg et al, 2021).…”
Section: Strategies and Techniques For Interactive Teachingmentioning
confidence: 99%
See 1 more Smart Citation