文章聚焦于CLIL(Content and Language Integrated Learning)理念在高中英语口语教学中的应用,并分析其对提升学生口语能力的作用。而高中英语口语教学常面临学生学习兴趣不足以及缺乏真实语境下的口语练习等问题,通过文献梳理与教学案...文章聚焦于CLIL(Content and Language Integrated Learning)理念在高中英语口语教学中的应用,并分析其对提升学生口语能力的作用。而高中英语口语教学常面临学生学习兴趣不足以及缺乏真实语境下的口语练习等问题,通过文献梳理与教学案例分析,本研究提出的CLIL教学理念以其内容与语言融合的“双重聚焦”方法,不仅能显著增强学生的口语表达能力,还能显著提升学生的跨文化交际能力。此外,文章将Meyer的“金字塔模型”引入分析,并结合人教版高中英语必修三中的“Festivals and Celebrations”单元,详细分析了CLIL理念在高中英语口语教学的应用,旨在为高中英语口语教学提供可操作的教学实践路径,期待为一线教师在实施CLIL理念时提供借鉴。展开更多
跨学科育人是各学段教学发展的必然趋势,而跨学科教材是实现跨学科育人目标的关键载体.内容与语言融合学习(Content and Language Integrated Learning,CLIL)视域下的教材设计为跨学科教材的研发提供了系统的理论路径和实践方向.在分析C...跨学科育人是各学段教学发展的必然趋势,而跨学科教材是实现跨学科育人目标的关键载体.内容与语言融合学习(Content and Language Integrated Learning,CLIL)视域下的教材设计为跨学科教材的研发提供了系统的理论路径和实践方向.在分析CLIL国际研究成果的基础上,界定了该理论视角下“教材”的概念内涵,阐释了CLIL的理论要义,并梳理出CLIL导向的教材设计理论框架,凝练出四项核心设计原则.围绕教材设计的“实施流程”与“实体呈现”两个维度,系统探讨了CLIL视域下教材设计的实践机制,旨在为我国跨学科教材的本土化构建提供理论支撑与实施参考.展开更多
CLIL (Content and Language Integrated Learning)教学法兴起于20世纪90年代的欧洲,是以目标语为学科内容教学媒介、将语言学习与内容学习有机融合的双语教学法。本文深入剖析CLIL教学法的理论基础与框架,其与CBI (Content-Based Instr...CLIL (Content and Language Integrated Learning)教学法兴起于20世纪90年代的欧洲,是以目标语为学科内容教学媒介、将语言学习与内容学习有机融合的双语教学法。本文深入剖析CLIL教学法的理论基础与框架,其与CBI (Content-Based Instruction)教学法的区别,并全面梳理相关实证研究。实证研究涵盖CLIL教学法对外语学习和内容学习的影响、对学习者外语学习心理的作用,以及不同群体对该教学法的看法。CLIL教学法的课堂教学效果良好,但因缺乏具体的课堂教学实施方案,且在实际应用中受学生群体差异和教学实践多样性的影响,其适用性仍有待进一步探究。展开更多
As world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricula...As world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricular challenges.While previous research has examined the integration of digital tools in face-to-face and hybrid EMI settings(e.g.,Finardi,2015;O’Dowd,2018),more research is needed to understand the familiarization process teachers engage in as they implement fully-online teaching to support their content and language integrated learning(CLIL)teaching.As part of a larger project,this case study sets out to fill this gap by examining the practices and perspectives of 30 Kazakhstani university teachers who adopted CLIL approaches while needing to adapt to fully-online teaching contexts.Using the concept of technological pedagogical content knowledge(Mishra&Koehler,2006)in tandem with Ball et al.’s(2016)seven CLIL principles as a framework,this study thematically analyzed workshop artifacts,survey responses,semi-structured interview transcripts,and videos from online class lessons to find that teachers were mediators and curators of content,language,pedagogy,and digital tools.The findings offer pedagogical insights for the implementation of professional development(PD)to prepare teachers to meaningfully curate and mediate technology into their CLIL pedagogy to teach content within EMI contexts.展开更多
The adoption of content and language integrated learning(CLIL)practices has expanded in recent years as higher education institutions adopt a top-down English medium of instruction(EMI)language policy in the hope of e...The adoption of content and language integrated learning(CLIL)practices has expanded in recent years as higher education institutions adopt a top-down English medium of instruction(EMI)language policy in the hope of entering the international knowledge market(De Costa et al.,2022;Isidro&Lasagabaster,2019).However,research focusing on the effects of EMI policy on content teachers needing to implement CLIL,especially within trilingual contexts such as Kazakhstan,has been marginal despite drastic alterations to teachers’professional context and expectations(Karabassova,2022b).Such changes may result in teachers’feelings of professional vulnerability-an emotion that often arises when changes in professional expectations and professional context disrupt one’s professional identity and pedagogical practices(Kelchtermans,2009).Our case study focuses on the professional vulnerability experienced by a Kazakhstani in-service teacher as she negotiated a CLIL pedagogy for the first time.Relying on semi-structured interviews,recorded classroom observation,field notes,and developed material,our findings highlight how macro(e.g.,societal)and meso(e.g.,institutional)language policies can affect teachers’lived experiences and pedagogical practices within their classrooms.Lastly,we provide ways in which administrators can assist teachers in overcoming professional vulnerability as institutions adopt language policies such as CLIL.展开更多
文摘文章聚焦于CLIL(Content and Language Integrated Learning)理念在高中英语口语教学中的应用,并分析其对提升学生口语能力的作用。而高中英语口语教学常面临学生学习兴趣不足以及缺乏真实语境下的口语练习等问题,通过文献梳理与教学案例分析,本研究提出的CLIL教学理念以其内容与语言融合的“双重聚焦”方法,不仅能显著增强学生的口语表达能力,还能显著提升学生的跨文化交际能力。此外,文章将Meyer的“金字塔模型”引入分析,并结合人教版高中英语必修三中的“Festivals and Celebrations”单元,详细分析了CLIL理念在高中英语口语教学的应用,旨在为高中英语口语教学提供可操作的教学实践路径,期待为一线教师在实施CLIL理念时提供借鉴。
文摘跨学科育人是各学段教学发展的必然趋势,而跨学科教材是实现跨学科育人目标的关键载体.内容与语言融合学习(Content and Language Integrated Learning,CLIL)视域下的教材设计为跨学科教材的研发提供了系统的理论路径和实践方向.在分析CLIL国际研究成果的基础上,界定了该理论视角下“教材”的概念内涵,阐释了CLIL的理论要义,并梳理出CLIL导向的教材设计理论框架,凝练出四项核心设计原则.围绕教材设计的“实施流程”与“实体呈现”两个维度,系统探讨了CLIL视域下教材设计的实践机制,旨在为我国跨学科教材的本土化构建提供理论支撑与实施参考.
文摘CLIL (Content and Language Integrated Learning)教学法兴起于20世纪90年代的欧洲,是以目标语为学科内容教学媒介、将语言学习与内容学习有机融合的双语教学法。本文深入剖析CLIL教学法的理论基础与框架,其与CBI (Content-Based Instruction)教学法的区别,并全面梳理相关实证研究。实证研究涵盖CLIL教学法对外语学习和内容学习的影响、对学习者外语学习心理的作用,以及不同群体对该教学法的看法。CLIL教学法的课堂教学效果良好,但因缺乏具体的课堂教学实施方案,且在实际应用中受学生群体差异和教学实践多样性的影响,其适用性仍有待进一步探究。
基金funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S.Mission to Kazakhstan and administered by American Councils[Award number SKZ100-19-CA-0149].
文摘As world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricular challenges.While previous research has examined the integration of digital tools in face-to-face and hybrid EMI settings(e.g.,Finardi,2015;O’Dowd,2018),more research is needed to understand the familiarization process teachers engage in as they implement fully-online teaching to support their content and language integrated learning(CLIL)teaching.As part of a larger project,this case study sets out to fill this gap by examining the practices and perspectives of 30 Kazakhstani university teachers who adopted CLIL approaches while needing to adapt to fully-online teaching contexts.Using the concept of technological pedagogical content knowledge(Mishra&Koehler,2006)in tandem with Ball et al.’s(2016)seven CLIL principles as a framework,this study thematically analyzed workshop artifacts,survey responses,semi-structured interview transcripts,and videos from online class lessons to find that teachers were mediators and curators of content,language,pedagogy,and digital tools.The findings offer pedagogical insights for the implementation of professional development(PD)to prepare teachers to meaningfully curate and mediate technology into their CLIL pedagogy to teach content within EMI contexts.
基金funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S.Mission to Kazakhstan and administered by American Councils[Award number SKZ100-19-CA-0149].
文摘The adoption of content and language integrated learning(CLIL)practices has expanded in recent years as higher education institutions adopt a top-down English medium of instruction(EMI)language policy in the hope of entering the international knowledge market(De Costa et al.,2022;Isidro&Lasagabaster,2019).However,research focusing on the effects of EMI policy on content teachers needing to implement CLIL,especially within trilingual contexts such as Kazakhstan,has been marginal despite drastic alterations to teachers’professional context and expectations(Karabassova,2022b).Such changes may result in teachers’feelings of professional vulnerability-an emotion that often arises when changes in professional expectations and professional context disrupt one’s professional identity and pedagogical practices(Kelchtermans,2009).Our case study focuses on the professional vulnerability experienced by a Kazakhstani in-service teacher as she negotiated a CLIL pedagogy for the first time.Relying on semi-structured interviews,recorded classroom observation,field notes,and developed material,our findings highlight how macro(e.g.,societal)and meso(e.g.,institutional)language policies can affect teachers’lived experiences and pedagogical practices within their classrooms.Lastly,we provide ways in which administrators can assist teachers in overcoming professional vulnerability as institutions adopt language policies such as CLIL.
