An approach to CLIL teacher language awareness using the Language Triptychh

  1. Martín del Pozo, María Ángeles
Revista:
Pulso: revista de educación

ISSN: 1577-0338,  2445-2866

Año de publicación: 2016

Número: 39

Páginas: 141-157

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Pulso: revista de educación

Resumen

CLIL teacher training is one of the main challengingconcerns of both CLIL theorists andpractitioners. This paper aims to contribute to thefield by providing an example of a needs analysisfor CLIL teacher training regarding linguistic requirementsof teaching content subjects throughEnglish. The theoretical framework underlying thisproposal is the Language Triptych (Coyle et al.,2010) and the dichotomy BICS/CALP (Cummins,1984). Open questionnaires were administered tosix teachers involved in a bilingual degree at Universidadde Valladolid. Data were also gatheredfrom informal interviews. The references to linguisticissues present in their responses are classifiedaccording to the three elements of the LanguageTriptych (language of /for/ through learning) or theBICS/CALP distinction. Teachers show some basiclanguage awareness which can be perceivedin their reflections. The paper concludes with aproposal of linguistic contents which, accordingto the data analysed, seem to be appropriate forlanguage upskilling of those who are consideringcommencing CLIL.

Referencias bibliográficas

  • Andrews, S. (2007). Teacher Language Awareness. Cambridge: Cambridge University Press.
  • Ball, P. and Lindsay, D. (2012). Language demands and support for English Medium Instruction in tertiary education. In. A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-Medium Instruction at Universities: Global Challenges (pp. 44–64). Bristol: Multilingual Matters.
  • Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., & Mehisto, P. (2009). The CLIL teacher’s competences grid. Common Constitution and Language Learning (CCLL) Comenius Network. Retrieved from http://ccll-eu.eu/cms02/fileadmin/daten/Dateien/Konferenzen/THE_CLIL_TEACHER_latest_version.pdf
  • Bhatia, V. K. (2002a). A generic view of academic discourse. En J. Flowerdew (Comp.), Academic discourse (pp. 21-39). Harlow: Pearson Education.
  • CLIL Cascade Network (2010). Talking the Future: Languages in Education 2010-2020. CCN Foresight Think Tank Report: University of Jyvaskyla.
  • Bullock, A. (1975). A language for life: report of the Committee of Inquiry appointed by the Secretary of State for Education and Science under the chairmanship of Sir Alan Bullock. London: HMSO.
  • Coyle, D., Hood, P., Marsh, D. (2010). Content and Language Integrated Learning: Cambridge University Press.
  • Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.
  • Dafouz, E. and M. Guerrini (eds.) (2009). CLIL across education levels: opportunities for all. Madrid: Richmond Publishing.
  • Dalton-Puffer, C. (2011). Content and language integrated learning: from practice to principles. Annual Review of Applied Linguistics, 31, 182-204.
  • Doiz, A., Lasagabaster, D. & Sierra, J. M. (2012) (Eds.). English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters.
  • Durán-Martínez, R. & Beltrán-Llavador, F. (2016). A regional assessment of bilingual programmes in primary and secondary schools: The teachers’ views. Porta Linguarum 25, 79-92.
  • Frigols M.J., Marsh D, Mephisto P., (2008). Uncovering CLIL, Oxford, Macmillan.
  • Eurydice Network. (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels, Belgium: Eurydice.
  • Eurydice Network. (2012). Key Data on Teaching Languages at School in Europe 2012. Brussels, Belgium: Eurydice.
  • Fernández, R. & Halbach, A. (2011). Analysing the situation of teachers in the Madrid autonomous community bilingual project. In Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts, Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (eds.), 103‐127. Frankfurt‐am‐Main: Peter Lang.
  • Halbach, A. and Lázaro, A. (2015). La acreditación del nivel de lengua inglesa en las universidades españolas: Actualización 2015. Recuperado de http://www.britishcouncil.es/sites/britishcouncil.es/files/british-council-la-acreditacion-del-nivel-de-lengua-inglesa.pdf
  • Johnson, M. (2012). Bilingual Degree Teacher's Beliefs: A case study in a tertiary setting. Pulso Revista de Educación 35, 49-74.
  • Lasagabaster, D. and Ruiz de Zarobe, Y. (eds.) (2010). CLIL in Spain: Implementation, Results and Teacher Training, Cambridge Scholars Library: Newcastle.
  • Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D. Marsh – G. Langé. Finland: University of Jyväskylä.
  • Marsh, D. and Laitinen, J. (2005). Medium of instruction in European higher education: Summary of research outcomes of European Network for Language Learning Amongst Undergraduates (ENLU) Task Group 4. Jyväskylä: UniCOM, University of Jyväskylä. Recuperado de, http://web.fu-berlin.de/enlu/documents.htm]
  • Marsh, D. & J. Laitinen (2005). Medium of instruction in European higher education: Summary of research outcomes of European Network for Language Learning Amongst Undergraduates (ENLU) Task Group 4. Jyväskylä: UniCOM, University of Jyväskylä
  • Martín del Pozo, M. A. (2013). Formación lingüística del profesorado universitario para la docencia en inglés. Revista de Docencia Universitaria. REDU, 11(3), 197–218.
  • Martín del Pozo, M.A. (2014). Aproximación lingüístico didáctica al discurso académico de la clase magistral en la formación del profesorado en contextos universitarios bilingües. Tesis doctoral. Universidad Complutense de Madrid.
  • Martín del Pozo, M.A (2015). Teacher education for content and language integrated learning: insights from a current European debate. Revista Electrónica Interuniversitaria de Formación de Profesorado 18 (3), 153-168.
  • Mehisto, P., Frigols, M.-J., and Marsh, D. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan
  • Morton, T. (2012). Teachers’ knowledge about language and classroom interaction in Content and language integrated learning. Doctoral Thesis. Universidad Autónoma de Madrid.
  • Pavón, V., Ávila, J., Gallego, A. & Espejo, R. (2014): Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2014.909774
  • Pérez-Cañado, M.L. (2012). CLIL research in Europe: past, present, future. International Journal of Bilingual Education and Bilingualism 15(3), 315-341.
  • Pérez Cañado, M. L. (2014). Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism. DOI: 0.1080/13670050.2014.980778.
  • Pérez Cañado, M. L. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education. DOI: 10.1080/02619768.2016.1138104
  • Van Lier, L. & D. Corson (eds.) (1997). Encyclopedia of language and education, vol. 6: Knowledge about language. Amsterdam: Kluwer.
Fuente de los datos: Dialnet