Juggling ideals and constraints: the position of English teachers in CLIL contexts
| Autor: | Marjolijn Verspoor, Liz Dale, Ron Oostdam |
|---|---|
| Přispěvatelé: | Faculteit Onderwijs en Opvoeding, Kenniscentrum Onderwijs en Opvoeding, Hogeschool van Amsterdam, Domain specific Learning (RICDE, FMG) |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
050101 languages & linguistics
Linguistics and Language language focus CLIL Bilingual education collaborative practices 05 social sciences LANGUAGE 050401 social sciences methods Subject (documents) Audit Focus group Language and Linguistics Ideal (ethics) pedagogical practices 0504 sociology School subjects content focus language teachers Mathematics education Position (finance) 0501 psychology and cognitive sciences Psychology |
| Zdroj: | Dutch Journal of Applied Linguistics, 7(2), 176-202. John Benjamins Publishing Company Dutch Journal of Applied Linguistics, 7(2), 177-202. John Benjamins Publishers Dutch Journal of Applied Linguistics, 7(2), 177-202. John Benjamins Publishing Company |
| ISSN: | 2211-7245 |
| Popis: | In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed for this purpose (Dale, Oostdam, & Verspoor, 2017). Five FGs were held with TEBs and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need to develop more shared understandings and a shared language to allow TEBs to realise their ambitions. |
| Databáze: | OpenAIRE |
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