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Article: Becoming a ‘Language-Aware’ Content Teacher: Content and Language Integrated Learning (CLIL) Teacher Education as a Collaborative, Dynamic, Dialogic Process
Title | Becoming a ‘Language-Aware’ Content Teacher: Content and Language Integrated Learning (CLIL) Teacher Education as a Collaborative, Dynamic, Dialogic Process |
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Authors | |
Keywords | CLIL teacher education teacher language awareness teacher identity knowledge about language pedagogical content knowledge |
Issue Date | 2018 |
Publisher | John Benjamins Publishing Co. The Journal's web site is located at https://benjamins.com/catalog/jicb |
Citation | Journal of Immersion and Content-Based Language Education, 2018, v. 6 n. 2, p. 162-188 How to Cite? |
Abstract | Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL. |
Persistent Identifier | http://hdl.handle.net/10722/273010 |
ISSN | 2023 Impact Factor: 0.7 2023 SCImago Journal Rankings: 0.465 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | He, P | - |
dc.contributor.author | Lin, AMY | - |
dc.date.accessioned | 2019-08-06T09:20:51Z | - |
dc.date.available | 2019-08-06T09:20:51Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Journal of Immersion and Content-Based Language Education, 2018, v. 6 n. 2, p. 162-188 | - |
dc.identifier.issn | 2212-8433 | - |
dc.identifier.uri | http://hdl.handle.net/10722/273010 | - |
dc.description.abstract | Building on and extending the frameworks of Teacher Language Awareness (TLA) in second/foreign language education and content-based/CLIL education (Andrews, 2007; Lindahl & Watkins, 2015; Andrews & Lin, 2017), this paper argues that effective teaching of academic content in an L2 requires a special kind of teacher knowledge that goes beyond simple addition of content knowledge and Knowledge About Language (KAL). Through an ethnographic case study, the researchers investigated the development of a science teacher’s TLA and teacher identity through her participation in a school-university collaborative project. Based on analysis of data from classroom observations, interviews, and lesson video stimulated commentaries, the researchers have developed a model focusing on CLIL teacher professional development as a collaborative, dynamic and dialogic process, where both teachers and teacher educators (TEs) are co-developing their knowledge and expertise in CLIL. | - |
dc.language | eng | - |
dc.publisher | John Benjamins Publishing Co. The Journal's web site is located at https://benjamins.com/catalog/jicb | - |
dc.relation.ispartof | Journal of Immersion and Content-Based Language Education | - |
dc.rights | Journal of Immersion and Content-Based Language Education. Copyright © John Benjamins Publishing Co. | - |
dc.rights | Readers of post-print must contact John Benjamins Publishing for further reprinting or re-use | - |
dc.subject | CLIL teacher education | - |
dc.subject | teacher language awareness | - |
dc.subject | teacher identity | - |
dc.subject | knowledge about language | - |
dc.subject | pedagogical content knowledge | - |
dc.title | Becoming a ‘Language-Aware’ Content Teacher: Content and Language Integrated Learning (CLIL) Teacher Education as a Collaborative, Dynamic, Dialogic Process | - |
dc.type | Article | - |
dc.identifier.email | He, P: hepc1@hku.hk | - |
dc.identifier.email | Lin, AMY: angellin@hku.hk | - |
dc.identifier.authority | Lin, AMY=rp01355 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1075/jicb.17009.he | - |
dc.identifier.hkuros | 300792 | - |
dc.identifier.volume | 6 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 162 | - |
dc.identifier.epage | 188 | - |
dc.identifier.isi | WOS:000452821200002 | - |
dc.publisher.place | Netherlands | - |
dc.identifier.issnl | 2212-8433 | - |