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
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
Cultivation metaphors that compare teachers and students to gardeners and plants,respectively,have a long presence in the field of education.While such metaphors can be used to represent learner-centered pedagogies in...Cultivation metaphors that compare teachers and students to gardeners and plants,respectively,have a long presence in the field of education.While such metaphors can be used to represent learner-centered pedagogies in which a teacher fosters the growth of their students,there is also a darker side to cultivation metaphors.For instance,Zipory(2020)argues that characteristics of agriculture’s grain economy-like repetitiveness,coercion,and lack of diversity-can be imposed onto education.Following Zipory’s call for the forest to serve as a more apt metaphorical trajectory for education,I propose using the forest garden as a middle ground between the traditional garden and the natural forest.To highlight the potential usefulness of the forest garden metaphor in education,I explore its application as related to teacher professional development(PD),specifically content and language integrated learning(CLIL)PD.By reflecting on the design and outcomes of Project SCILLA,a CLIL PD program for Kazakhstani university instructors,as well as CLIL PD more broadly,I demonstrate how the forest garden metaphor conceptualizes the relationships and power dynamics between and across various stakeholders in education in response to global rhetoric,national and local policies,and interpersonal interactions.By emulating the sustainable forest garden’s principles of planning and intentionality,localization,interconnectedness,diversity,creativity,and growth from decay,stakeholders can(re)shape the policies and practices of multilingual,multicultural education systems.In addition,education researchers can use a metaphorical forest garden lens to better appreciate the complexities at play within dynamic educational landscapes.展开更多
As universities in Kazakhstan continue to address the challenges that come with developing English-medium instruction(EMI)programs,university Science,Technology,Engineering,and Mathematics(STEM)teachers need to develo...As universities in Kazakhstan continue to address the challenges that come with developing English-medium instruction(EMI)programs,university Science,Technology,Engineering,and Mathematics(STEM)teachers need to develop capacities to teach in English,while their English teacher counterparts need to develop content-specific pedagogical knowledge.Content and Language Integrated Learning(CLIL)pedagogies,defined as the integration of both language and content curricular goals,have emerged as a vehicle to facilitate this development for both types of teachers.However,what it means to be a CLIL teacher may vary considerably as teachers leverage their professional knowledge and personal experiences.We,therefore,explore teachers’conceptions of CLIL and how their disciplinary,linguistic,and pedagogical backgrounds enable or burden them to forge a“CLIL teacher”identity.This qualitative study illustrates the salient points of the journeys taken by two university teachers,one a specialist in oil and gas,the other an English teacher and teacher educator.Drawing on extended one-on-one interviews,we present two teachers’experiences through a series of CLIL-informed workshops.Using a multidisciplinary analytical framework,we map the ways in which the two teacher participants negotiate their identities in relation to CLIL.The findings highlight the importance of understanding teacher experiences,particularly their language learning backgrounds,attitudes toward supporting student learning,and relationships with their colleagues as they work to adapt to teaching English and STEM subjects in university EMI contexts.展开更多
CLIL(Content and Language Integrated Learning)作为复合型外语人才教育不可或缺的教学理念,一直受到语言教师与研究者的关注。CLIL教学理念为商务英语教师提供了丰富的教学策略和方法,以满足学生在全球商务环境中的语言和实际应用需...CLIL(Content and Language Integrated Learning)作为复合型外语人才教育不可或缺的教学理念,一直受到语言教师与研究者的关注。CLIL教学理念为商务英语教师提供了丰富的教学策略和方法,以满足学生在全球商务环境中的语言和实际应用需求。对于CLIL的理论学习,教师队伍建设和CLIL教学模型的学习,都在很大程度上影响教师职业发展、教学效果与教学评估。通过对CLIL理念下的教学模型进行分析,结合商务英语学科建设中的教师各阶段职业发展进行对照剖析,以期对教师在教学过程中所选取的CLIL模型提供理论帮助。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.
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Cultivation metaphors that compare teachers and students to gardeners and plants,respectively,have a long presence in the field of education.While such metaphors can be used to represent learner-centered pedagogies in which a teacher fosters the growth of their students,there is also a darker side to cultivation metaphors.For instance,Zipory(2020)argues that characteristics of agriculture’s grain economy-like repetitiveness,coercion,and lack of diversity-can be imposed onto education.Following Zipory’s call for the forest to serve as a more apt metaphorical trajectory for education,I propose using the forest garden as a middle ground between the traditional garden and the natural forest.To highlight the potential usefulness of the forest garden metaphor in education,I explore its application as related to teacher professional development(PD),specifically content and language integrated learning(CLIL)PD.By reflecting on the design and outcomes of Project SCILLA,a CLIL PD program for Kazakhstani university instructors,as well as CLIL PD more broadly,I demonstrate how the forest garden metaphor conceptualizes the relationships and power dynamics between and across various stakeholders in education in response to global rhetoric,national and local policies,and interpersonal interactions.By emulating the sustainable forest garden’s principles of planning and intentionality,localization,interconnectedness,diversity,creativity,and growth from decay,stakeholders can(re)shape the policies and practices of multilingual,multicultural education systems.In addition,education researchers can use a metaphorical forest garden lens to better appreciate the complexities at play within dynamic educational landscapes.
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 universities in Kazakhstan continue to address the challenges that come with developing English-medium instruction(EMI)programs,university Science,Technology,Engineering,and Mathematics(STEM)teachers need to develop capacities to teach in English,while their English teacher counterparts need to develop content-specific pedagogical knowledge.Content and Language Integrated Learning(CLIL)pedagogies,defined as the integration of both language and content curricular goals,have emerged as a vehicle to facilitate this development for both types of teachers.However,what it means to be a CLIL teacher may vary considerably as teachers leverage their professional knowledge and personal experiences.We,therefore,explore teachers’conceptions of CLIL and how their disciplinary,linguistic,and pedagogical backgrounds enable or burden them to forge a“CLIL teacher”identity.This qualitative study illustrates the salient points of the journeys taken by two university teachers,one a specialist in oil and gas,the other an English teacher and teacher educator.Drawing on extended one-on-one interviews,we present two teachers’experiences through a series of CLIL-informed workshops.Using a multidisciplinary analytical framework,we map the ways in which the two teacher participants negotiate their identities in relation to CLIL.The findings highlight the importance of understanding teacher experiences,particularly their language learning backgrounds,attitudes toward supporting student learning,and relationships with their colleagues as they work to adapt to teaching English and STEM subjects in university EMI contexts.
文摘CLIL(Content and Language Integrated Learning)作为复合型外语人才教育不可或缺的教学理念,一直受到语言教师与研究者的关注。CLIL教学理念为商务英语教师提供了丰富的教学策略和方法,以满足学生在全球商务环境中的语言和实际应用需求。对于CLIL的理论学习,教师队伍建设和CLIL教学模型的学习,都在很大程度上影响教师职业发展、教学效果与教学评估。通过对CLIL理念下的教学模型进行分析,结合商务英语学科建设中的教师各阶段职业发展进行对照剖析,以期对教师在教学过程中所选取的CLIL模型提供理论帮助。
