Teacher Identity in CLIL: A Case Study of Two In-service Teachers
DOI:
https://doi.org/10.5294/laclil.2022.15.1.6Keywords:
Integrated curriculum, identity, teaching profession, language of instruction, teacher attitudesAbstract
The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers negotiate their existing teacher identities in a CLIL environment and how they exercise those identities in the classroom. The study adopts a qualitative case study methodology using interviews and questionnaires. Findings show that the way teachers negotiated their identities was affected by their former personal and professional experiences, their conceptualization of the imagined community, and their investment in that community. The findings have implications for creating in-service training programs that enhance teachers’ language awareness in CLIL and their association with the community.
Downloads
References
Bárcena-Toyos, P. (2020). Teachers’ classroom practices to achieve integration of content and language in CLIL. NABE Journal of Research
and Practice, 10(3-4), 94-106. https://doi.org/10.1080/26390043.2021.1890989
Borg, S. (2006). Teacher cognition and language education: Research and practice. Continuum.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology.
Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243-262. https://doi.org/10.1093/applin/amt011
Curdt-Christiansen, X. L. (2020). Educating migrant children in England: language and educational practices in home and school environments. International Multilingual Research Journal, 14(2), 163-180. http://dx.doi.org/10.1080/19313152.2020.1732524
Custodio-Espinar, M., & García-Ramos, J. M. (2020). Are accredited teachers equally trained for CLIL? The CLIL Teacher Paradox. Porta Linguarum, 33, 9-25.
Dafouz, E. (2018) English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work. International Journal of Bilingual Education and Bilingualism, 21(5), 540-552. https://doi.org/10.1080/13670050.2018.1487926
Darvin, R., & Norton, B. (2015). Identity and a model of investment in applied linguistics. Annual review of applied linguistics, 35, 36-56. https://doi.org/10.1017/S0267190514000191
Duff, P. A. (2012). Identity, agency, and second language acquisition. In S. M Gass, & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 428-444). Routledge. https://doi.org/10.4324/9780203808184-36
Echevarria, J., Vogt, M., & Short, D. J. (2013). Making content comprehensible for English learners. The SIOP model. Pearson Ed.
Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of language, identity, and education, 2(4), 241-249. https://doi.org/10.1207/S15327701JLIE0204_1
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities‐in‐practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540-4781.2011.01178.x
Karabassova, L. (2018). Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context. International Journal of Bilingual Education and Bilingualism, 1-13. https://doi.org/10.1080/13670050.2018.1550048
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Lo, Y. Y. (2019). Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help? International Journal of Bilingual Education and Bilingualism, 22(7), 818-832. https://doi.org/10.1080/13670050.2017.1318821
Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice teacher education.
Theory into Practice, 52(2), 98-109. https://doi.org/10.1080/00405841.2013.770327
Martin, A. D. (2019) Teacher identities and English learners in mainstream classrooms: A discourse analysis. Critical Inquiry in Language Studies, 16(2), 130-151. https://doi.org/10.1080/15427587.2018.1471693
Martin, A. D., & Strom, K. J. (2016). Toward a linguistically responsive teacher identity: An empirical review of the literature. International Multilingual Research Journal, 10(4), 239-253. https://doi.org/10.1080/19313152.2016.1189799
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Moate, J. (2013). Reconceptualising teacherhood through the lens of foreign-language mediation. Jyväskylä studies in education, psychology and social research, (459).
Moate, J., & Ruohotie-Lyhty, M. (2020). Identity and Agency Development in a CLIL-based Teacher Education Program. Journal for the Psychology of Language Learning, 2(2), 92-106. https://doi.org/10.52598/jpll/2/2/7
Morton, T. (2012). Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education, 28(1), 101-110. https://doi.org/10.1016/j.tate.2011.07.006
Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.). (2016). Conceptualising integration in CLIL and multilingual education. Multilingual Matters. https://doi.org/10.21832/9781783096145
Norton, B. (2001). Non-participation, imagined communities and the language classroom. Learner contributions to language learning: New directions in research, 6(2), 159-171.
Norton, B. (2013). Identity and language learning. Multilingual Matters. https://doi.org/10.21832/9781783090563
Otto, A., & San Isidro, X. (2019). Language as the articulator of a CLIL ecosystem: the Spanish case. Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas, 13(27), 14-31.
Pappa, S., & Moate, J. (2021). Teacher Educators’ Professional Identity in English-Medium Instruction at a Finnish University. CEPS Journal, 11(3). https://doi.org/10.26529/cepsj.1053
Pappa, S., Moate, J., Ruohotie-Lyhty, M., & Eteläpelto, A. (2017). Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61-70. https://doi.org/10.1016/j.tate.2017.03.008
Pérez Cañado, M. L. (2018). Innovations and challenges in CLIL teacher training. Theory Into Practice, 57(3), 1-10. https://doi.org/10.1080/00405841.2018.1492238
Ruohotie-Lyhty, M. (2016). Dependent or independent: The construction of the beliefs of newly qualified foreign language teachers. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 149–171). Palgrave. https://doi.org/10.1057/9781137425959_8
Ruohotie-Lyhty, M. (2018). Identity-agency in progress: Teachers authoring their identities. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity (pp. 25-36). Springer. https://doi.org/10.1007/978-3-319-93836-3_3
Saldana, J. (2013). The coding manual for qualitative researchers. Sage.
Villabona, N., & Cenoz, J. (2021). The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum, 1-15. https://doi.org/10.1080/07908318.2021.1910703
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Latin American Journal of Content & Language Integrated Learning
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
