Teachers developing language-driven CLIL through collaborative action research in Argentina

Doctoral thesis English OPEN
Banegas, Dario Luis
  • Subject: LB1603

CLIL (Content and Language Integrated Learning) is an umbrella term for the integration of content and second/foreign language learning through different models. As in a continuum, these models range from content-driven to language-driven explorations. Such a broad learning approach may be European in origin and driving aims but its influence has reached other diverse contexts outside Europe. As a teacher-researcher working in collaboration with three colleagues, I investigated the beliefs, motivations, and overall experiences of a group of teachers and learners who adopted an indigenous language-driven CLIL version in a secondary school in southern Argentina. In the year 2009, we started to include curricular content in our EFL lessons. Although these were isolated episodes, I noted the potential of content and language integration and decided to research and improve our own practices through a collaborative action research project from March to November 2011. \ud The action research comprised three cycles over the 2011 school year. Each cycle included three stages: action (teachers developed their materials), intervention (teachers taught with those materials; lessons were audio-recorded) and evaluation (student surveys and group interview with teachers and students). Data analysis focused on a thematic approach using inductive coding as categories emerged from the data themselves.\ud The experience revealed (1) higher levels of motivation and participation among learners and teachers, (2) teachers’ professional development through collaborative materials development and research instruments such as group interviews, (3) a rise in teachers’ autonomy, (4) reconfiguration of teachers’ identity, (5) an interest in combining a grammar-based coursebook with teacher’s materials, (6) the belief that CLIL is an approach to be adopted after students have been exposed to a more traditional language learning approach for a number of years, (7) syllabus negotiation, and (8) the development of teacher-derived principles which may constitute the backbone of CLIL didactic transposition. This action research project indicates that language-driven CLIL experiences need to create spaces for equal participation and autonomy in syllabus planning which includes lessons and materials. Furthermore, CLIL in EFL contexts may offer significant outcomes if contents are truly context-responsive. \ud
  • References (9)

    4.1 Initial considerations

    4.2 The road to my research framework

    4.3 Action Research

    4.4 Collaborative Action Research

    4.5 The CAR project 4.5.1 Research site 4.5.2 Participating teachers 4.5.3 Participating students 4.5.4 Limitations 4.5.5 Ethical issues 4.5.6 CAR stages and cycles 4.5.7 Interviews: data collection and analysis 4.5.8 Observations: collection and analysis 4.5.9 Questionnaires: collection and analysis

    4.6 From research plan to research field

    5. Cycle 1: April - June 2011 5.1 Chapter structure 5.2 Stage 1: Issue Identification 5.2.1 Aims in our Group B courses 5.2.2 Marketed coursebooks 5.2.2.1 Coursebook as obstacles 5.2.2.2 Coursebooks as complementary tools

    8. Discussion 8.1 Chapter structure 8.2 CLIL as a post-PPP approach 8.2.1 Revisiting CLIL 8.2.2 CLIL models and our CAR project 8.2.3 Language treatment 8.2.4 Content treatment 8.3 Didactic tranpositions operating in the CAR project 8.3.1 Commercial materials and teacher-developed materials 8.3.2 Teacher-developed materials: principles and sources 8.3.3 Teacher-developed materials: activities 8.3.4 Content to be taught, content taught, and content learnt 8.3.5 Developing a didactic transposition of language-driven CLIL 8.4 Language-driven CLIL and motivation 8.5 Teachers: motivation, autonomy, and identity 8.6 CAR and professional development 8.6.1 Collaborative professional development 8.6.2 Personal professional development 8.6.3 Issues in my identity as a teacher-researcher

    6. Let‟s watch a video about our Solar System. Watch and complete (sample

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