Colombian teachers’ questions about CLIL: Hearing their voices – in spite of “the mess” (Part I)

Authors

  • Andy Curtis

DOI:

https://doi.org/10.5294/laclil.2012.5.1.1

Keywords:

AICLE, aprendizaje integrado de contenidos y l engua, Colombia, voces de docentes, datos desordenados.

Abstract

This, the first part of a two-part paper, focuses on the importance of the voices of teachers in educational research, as they are key stakeholders in any educational endeavor and among the main agents of educational change. Therefore, even in the most learner-centered of approaches to teaching, it is essential to gather data from teachers. However, in examining the educational research from the 1990s to the present day, the focus appears to have shifted from teachers’ voices to students’ voices, which leaves an essential part of the picture missing. To address this absence, data was collected from language teachers on a new MA program jointly offered by a Colombian university and one in the United States, which is described in the second portion of the present article. The third portion of the present article introduces and explores the notion of ‘messy data’, and the final portion looks at the research on CLIL in Latin America in relation to teachers’ voices.

Author Biography

Andy Curtis

Andy Curtis is a professor in the TESOL program at Anaheim University (CA, USA) and an expert in the field of Intercultural Communications. He has worked with teachers and learners in Europe, Asia and the Middle East, North, South and Central America, and he has published a variety of journal articles, book chapters, and books. He began his professional life as a Medical Science Officer in Clinical Biochemistry, working at hospitals in England but, after gaining his first qualification in TESOL in 1989, left medical science to pursue his passions for languages, teaching, and learning. He holds a teaching degree (BEd) from Sunderland University (UK), and a Master’s degree in Applied Linguistics with English Language Teaching as well as a PhD in International Education from the University of York (UK). From 2001 to 2002, he was a Visiting Professor in the Department of Language Teacher Education at the School for International Training, Vermont, USA. From 2002 to 2006, he was first the Director and then the Executive Director of the School of English at Queen’s University in Canada. From 2007 to 2011, he was the Director of the English Language Teaching Unit at the Chinese University of Hong Kong (CUHK) and an Associate Professor in the Faculty of Education at CUHK.

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Published

2012-04-27

Issue

Section

Articles