Understanding subject teachers' language-related pedagogical practices in content and language integrated learning classrooms

• Published in: Language awareness Vol. 30; no. 1; pp. 42 - 61
• Main Authors: Hu, Jingjing, Gao, Xuesong (Andy)
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 22.01.2021; Taylor & Francis Ltd
• Subjects: Classroom Communication; Classroom observation; CLIL teacher education; Content and Language Integrated Learning; Course Content; Educational Change; Elementary Secondary Education; English (Second Language); English for academic purposes; Foreign Countries; Grammar; Integrated Activities; Language of Instruction; Language Processing; Language Role; Language Usage; Learning; Learning Activities; Learning Strategies; Mathematics Instruction; Metalinguistics; Native Language; Outcomes of Education; pedagogical practice; Pedagogy; Science Instruction; Second Language Instruction; Second Language Learning; Second language teachers; Sino Tibetan Languages; Students; Teacher Attitudes; Teacher education; Teacher Education Programs; teacher language awareness; Teachers; Teaching; Teaching Methods; Hong Kong; Hong Kong China; China
• ISSN: 0965-8416; 1747-7565
• DOI: 10.1080/09658416.2020.1768265

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 teaching subject content in the medium of English in Hong Kong, with a focus on their form-focussed processing and facilitation of language learning strategies. In the study, data collected through classroom observation and interviews were analysed. The analysis revealed that the participants covered limited language forms and language learning strategies in teaching. Their (lack of) language-related pedagogical practices were further interpreted with reference to their awareness of the roles of language in teaching, their understanding of the demands of the language used for learning, and their knowledge of EFL/ESL pedagogy. These findings confirm the significance of developing subject teachers' language awareness through CLIL teacher education programmes in successfully implementing CLIL programmes.