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Direct linkAna Llinares; Tom Morton; Rachel Whittaker – Language Awareness, 2024
Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in…
Descriptors: Metalinguistics, Teacher Student Relationship, Language Teachers, Learning Activities
Mark Antony de Boer; Dmitri Leontjev – Language Awareness, 2024
Morton's "language knowledge for content teaching" (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers' knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on…
Descriptors: Metalinguistics, Second Language Learning, Second Language Instruction, Language Teachers
Sujin Kim; Jung Yeon Park – Language Awareness, 2024
Framed by the concept of critical language awareness, this study validated a survey to assess teachers' ideological beliefs and attitudes toward English learners (ELs)/multilingual learners (MLs) in content classrooms. Employing exploratory factor analysis (EFA), the study identified three major constructs of teachers' beliefs and attitudes from a…
Descriptors: Metalinguistics, Content and Language Integrated Learning, Second Language Learning, Second Language Instruction
Dieuwerke Rutgers – Language Awareness, 2024
Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional…
Descriptors: Metalinguistics, Indo European Languages, English (Second Language), Second Language Learning
Yuen Yi Lo; Weijun Liang – Language Awareness, 2024
In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers' language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language…
Descriptors: Foreign Countries, Teacher Collaboration, Metalinguistics, Teaching Methods
Hu, Jingjing; Gao, Xuesong – Language Awareness, 2021
Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…
Descriptors: Content and Language Integrated Learning, Teaching Methods, Language of Instruction, Second Language Learning
