Colombian teachers' questions about CLIL: What can teachers' questions tell us? (Part II)

Authors

  • Andy Curtis Anaheim University

DOI:

https://doi.org/10.5294/laclil.2012.5.2.6

Keywords:

AICLE, Colombia, preguntas de los profesores.

Abstract

The second part of this two-part paper starts with a review of the literature on teachers’ questions, going back 100 years, and finds an almost exclusive focus on teachers asking students questions in classrooms. To address this apparent oversight on the other kinds of questions teachers ask, for example to each other and to themselves, Colombian teachers were asked to write their questions about CLIL, at a workshop which was part of a new MA TESOL program. A total of 85 questions were written by approximately 80 language teachers from all over Colombia, 69 of which related to CLIL. These questions were divided into three groups or sets: CLIL in the Colombian Context; The Implementation of CLIL; and Fundamental Concepts of CLIL. These questions and these three categories are analyzed to see what developers of teacher development and CLIL training programs in Colombia can learn from such questions, and how they can inform the design of such programs.

Author Biography

Andy Curtis, Anaheim University

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

2012-10-31

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