Towards a professional development tool for teachers of English in bilingual streams: the dynamics of beliefs and practices

Dale, Liz; Oostdam, Ron; Verspoor, Marjolijn

doi:10.1080/13670050.2018.1556244

Cited by 3 publications

(5 citation statements)

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“…Differences between core and peripheral beliefs are accentuated by Dale et al (2018) as the source of mismatch between teachers' beliefs and their practices. Teachers' core beliefs were depicted to be more influential in their classroom practices (Zheng, 2013).…”

Section: Language Teacher Beliefsmentioning

confidence: 99%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

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How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.

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Section: Language Teacher Beliefsmentioning

confidence: 99%

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Koşar

Dolapçıoğlu

2021

JPR

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“…Within the classroom, collaboration dictates the ST and LT's positions on the contentlanguage continuum (Dale et al, 2018), and vice versa. Regarding the language covered in the language course, choices correlate with the teacher's quadrant position, identity, role perception and cooperation openness.…”

Section: Discussionmentioning

confidence: 99%

“…Language course content implies flexibility due to non-rigid curricula. Again, LTs' choices relate to quadrant position, identity, role perception and willingness for dual focus and ST collaboration (Dale et al, 2018;Chopey-Paquet, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Here, we delve into the didactic realisation of dual focus in language and subject courses, narrowing our attention to language in both courses and content in language courses. Dale et al (2018) conducted a study in a CLIL context, analysing 69 sources to understand language choices made by LTs. They identified five types of language: 1) Subject-specific, 2) Classroom, 3) General academic, 4) General everyday and 5) Culture-specific language.…”

Section: Dual Focus In the Language And Subject Matter Classroommentioning

confidence: 99%

“…While CLIL subject teachers are usually not trained as language teachers, students also receive dedicated language instruction, led by language educators, where explicit language learning takes place (Dale et al, 2018(Dale et al, , 2021de Graaff et al, 2007). In these language lessons, teachers are mostly bound by a curriculum identical for both CLIL and non-CLIL learners.…”

Section: Introductionmentioning

confidence: 99%

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Looking for the i in CLIL: A literature review on the implementation of dual focus in both subject and language classrooms

Martens,

Mettewie,

Elen

2023

NJLTL

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In the acronym CLIL, the “i” refers to the integration of both content and language objectives, also referred to as “dual focus”. In order to realise this dual focus at least three aspects need consideration: agreeing on the meaning of dual focus, making explicit how teachers can collaborate to achieve it in their classes, and examining what content and language can be covered to enact dual focus (Halbach, 2014). Contrary to the unquestioned role of language as the vehicle for content learning, the role of language teachers and their collaboration with the subject teacher remain vague. Therefore, a systematic literature study, based on 71 relevant studies, has been conducted to answer the research question: What does dual focus in a CLIL context entail? More specifically, the following aspects have been examined: (1) How has dual focus been defined in the literature?, (2) How can teacher collaboration, outside the classroom, strengthen the dual focus?, and (3) What does dual focus imply, inside the classroom, for curriculum and planning regarding language and content covered in CLIL subject and language courses? The findings allow to better contextualise the concept of dual focus, by identifying two main clusters of parameters: (1) outside the classroom: collaboration between subject teachers and language teachers for planning, execution and evaluation of dual focus, (2) approaches to language and content to co-stimulate dual focus inside the classroom. We hope these results can provide CLIL researchers and practitioners with a clearer conceptual basis to frame dual approach in CLIL contexts.

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Three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in CLIL lessons

Chien

2023

Pedagogies: An International Journal

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Towards a professional development tool for teachers of English in bilingual streams: the dynamics of beliefs and practices

Cited by 3 publications

References 30 publications

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Looking for the i in CLIL: A literature review on the implementation of dual focus in both subject and language classrooms

Three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in CLIL lessons

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