Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts

Autor: Kristen Lindahl
Rok vydání: 2020
Předmět:
Zdroj: English Teaching & Learning. 44:211-228
ISSN: 2522-8560
1023-7267
DOI: 10.1007/s42321-020-00053-3
Popis: A fundamental influence on content and language integrated learning (CLIL) is how aware educators are of how language is used (educator as User), how language works as a system (educator as Analyst), and how language is taught (educator as Teacher); these three combined comprise a construct referred to as Teacher Language Awareness (TLA; [3, 4, 15]). The current study extends TLA to include socio-historical factors and multilingualism via Critical Multilingual Awareness (CMLA; [21]). Using CMLA as a theoretical framework, the study explores the ways in which CLIL educators (N = 53) in a US public school dual language immersion program responded when prompted to analyze student utterances and in what ways language ideologies emerged in the same CLIL educators’ responses. A survey was implemented to collect educator responses, and qualitative data were analyzed via constant comparative coding and thematic analysis [48]. Findings indicate a range of educator responses with regard to CMLA, as well as articulated trends that reveal ideologies of language standardization and prioritization of varieties that could be considered more “academic” in nature. Implications include a potential need for increased CMLA awareness in CLIL contexts and further investigation into the connections between articulated ideologies and educator practices.
Databáze: OpenAIRE
Externí odkaz: