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S170 1/2 | The dynamics and challenges of teacher education for immersion and CLIL contexts: Preparing teachers to integrate language and content

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Session Information

Immersion and CLIL contexts have grown globally over the past several decades (e.g., Tedick, 2015; Mehisto & Genesee, 2015; Pérez-Cañado, 2016), and there are increasing calls for quality teacher education for CLIL and immersion teachers in a range of different contexts. Teacher education is a complex process, and additional factors add complexity to the education needs of immersion and CLIL teachers. Teaching in immersion or CLIL requires a special knowledge base and skill set that emphasize pedagogies for content and language integration (e.g., Llinares, Morton, & Whittaker, 2012; Lyster, 2007; Tedick & Zilmer, 2018). In this symposium we will explore international perspectives on the dynamics and challenges of teacher education for immersion and CLIL settings at all educational levels. The symposium will begin with featured speaker, Susan Ballinger (McGill University), who will focus on the importance of developing teachers' CLIL awareness (Lindahl, Baecher, & Tomas, 2015) while reporting on three recent projects in diverse content-based contexts. Symposium organizers Diane Tedick and Ruth Fielding invite proposals that are closely linked to the symposium theme at either pre-service or in-service levels to enable discussion of the needs and experiences of novice and more experienced CLIL and immersion teachers.

Virtual Session Symposium
August 18, 2021 08:30 AM - August 18, 2022 12:00 Noon(Europe/Amsterdam)
Venue : Room 1
20210818T0830 20210818T1200 Europe/Amsterdam S170 1/2 | The dynamics and challenges of teacher education for immersion and CLIL contexts: Preparing teachers to integrate language and content

Immersion and CLIL contexts have grown globally over the past several decades (e.g., Tedick, 2015; Mehisto & Genesee, 2015; Pérez-Cañado, 2016), and there are increasing calls for quality teacher education for CLIL and immersion teachers in a range of different contexts. Teacher education is a complex process, and additional factors add complexity to the education needs of immersion and CLIL teachers. Teaching in immersion or CLIL requires a special knowledge base and skill set that emphasize pedagogies for content and language integration (e.g., Llinares, Morton, & Whittaker, 2012; Lyster, 2007; Tedick & Zilmer, 2018). In this symposium we will explore international perspectives on the dynamics and challenges of teacher education for immersion and CLIL settings at all educational levels. The symposium will begin with featured speaker, Susan Ballinger (McGill University), who will focus on the importance of developing teachers' CLIL awareness (Lindahl, Baecher, & Tomas, 2015) while reporting on three recent projects in diverse content-based contexts. Symposium organizers Diane Tedick and Ruth Fielding invite proposals that are closely linked to the symposium theme at either pre-service or in-service levels to enable discussion of the needs and experiences of novice and more experienced CLIL and immersion teachers.

 Room 1 AILA 2021 aila2021@gcb.nl
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Sub Sessions

View Abstract

Travelling pedagogies: Resituating the knowledge base for CLIL professional learning across contexts

Featured 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This paper examines how UK models of CLIL have “travelled” to inform a knowledge base for professional learning in Australian contexts. However, it then explores how the same courseware, initially developed to support Australian-based professional learning, is being further recast for teachers working with content and language integration in China.
Presenters
RC
 Russell Cross
University Of Melbourne
View Abstract

Translanguaging and trans-semiotizing in thematic-pattern-based “Concept + Language Mapping” CLIL classrooms---A teacher-researcher collaborative approach

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This study explores translanguaging and trans-semiotizing (Lin, 2018) as meaning-making strategies in co-developing content knowledge and academic literacy in thematic-pattern-based "Concept + Language Mapping" (CLM) CLIL classrooms (Co-author & Author, 2019). It also discusses the "collaborative, dynamic, dialogic process" model in CLIL teacher education.
Presenters Pechang HE
The University Of Hong Kong Michael Kai-Yip Tsang
Yuen Long Merchants Association Secondary School
ST
 Sandy Wai Yin TSE
CMA Choi Cheung Kok Secondary School
View Abstract

Developing CLIL teachers’ pedagogical content knowledge with multilingual and multimodal approaches: A design based research study

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This design based research study drew on the Multimodalities Entextualization Cycle (MEC) to help a teacher develop translanguaging pedagogy to teach English for academic purposes to students in a Master of Public Health program. Findings have shown some changes in the teacher's perceptions and practices of translanguaging pedagogy and some challenges during this process.
Presenters Jiajia Liu
PhD Candidate, The University Of Hong Kong Co-authors Yuen Yi Lo
University Of Hong Kong
AL
 Angel Lin
Simon Fraser University
View Abstract

BALANCING CONTENT AND LANGUAGE IN CLIL: The Integration of Cognitive Load Theory into Teacher Training

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
Successful CLIL at tertiary level is particularly challenging as the complexity of the subject and the simultaneous use of a foreign language increase the cognitive load in teachers and students alike. Our paper introduces a framework for teacher training uniting cognition, language and content to bring integration to the fore.
Presenters Petra Kletzenbauer
University Of Applied Sciences FH JOANNEUM Co-authors Ulla Fürstenberg
Senior Lecturer, University Of Graz Margit Reitbauer
Presenter, University Of Graz
View Abstract

Developing content and language integrated learning programs: the perceived impact of the CLIL teacher’s professional identity development

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This paper presents data from teachers who have traversed the implementation of CLIL programs with limited professional learning opportunities. We discuss the relationship between professional learning specific to content and language integration, and the teacher identity as a bilingual/CLIL teacher.
Presenters Ruth Fielding
Monash University Lesley Harbon
Professor And Head Of School, University Of Technology Sydney
View Abstract

In-service teachers in CLIL, Bilingual and Immersion Programs in Australia – strategy instruction practices and professional development

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This paper focusses on in-service teachers in CLIL, bilingual and immersion programs in Australia, and their practices in language learning strategy (LLS) instruction. The paper analyses the catalogue of reported strategy instruction practices for language and content learning, and the teachers’ reported needs for further professional development.
Presenters Simone Smala
Senior Lecturer, University Of Queensland
View Abstract

Using video-based observation, reflection and dialogue to enhance CLIL teachers’ interactional practices for content and language integration

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This paper presents a study in which primary, secondary and tertiary CLIL teachers, teacher educators and researchers used video observation and joint reflection to explore and develop classroom interactional practices for integrating content and language. Implications for the content and processes of teacher education for CLIL are discussed.
Presenters Tom Morton
Autonomous University Of Madrid Ana Llinares
Autonomous University Of Madrid
View Abstract

Integrating content and language in higher education: An interdisciplinary approach to prepare future maths teachers for diverse classrooms

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
Most prospective teachers recognise language education as a necessary part of their subject teaching; however, they need advice on how to integrate content and language in practice. We propose an interdisciplinary and research-based approach to pre-service teacher education, relating the disciplines of mathematics education and German as a second language.
Presenters
SG
 Susanne Guckelsberger
University Of Duisburg-Essen
View Abstract

Exploring the challenges faced by language teachers adopting CLIL in an EFL context

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This study aims to unveil, explore and discuss the challenges of adopting CLIL specifically in an EFL context where English is not pervasively used. Working with two English teachers in Taiwan, I collected and analysed the data obtained from semi-structured interviews and classroom observations. The findings reveal the challenges encountered before and during the implementation. Adopting the CLIL approach in an EFL context is not impossible, but at the same time significantly constrained by such factors as time, government policies, school policies, students' English proficiency levels, and so forth.
Presenters Kao Chia-Ling GUPTA
PhD Candidate, University Of Hong Kong
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Session Participants

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Session speakers, moderators & attendees
Dr Russell Cross
University of Melbourne
Michael Kai-Yip Tsang
Yuen Long Merchants Association Secondary School
Dr. Pechang HE
The University of Hong Kong
Jiajia Liu
PhD Candidate
,
The University of Hong Kong
Petra Kletzenbauer
University of Applied Sciences FH JOANNEUM
+ 14 more speakers. View All
Diane Tedick
Diane Tedick
University of Minnesota
Ruth Fielding
Ruth Fielding
Monash University
Andre Korporaal
Andre Korporaal
AILA2021 volunteer
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Slides

AILA__IMG_
In-service teachers in CLIL, Bilingua...
 0 Submitted by Simone Smala
AILA__AILA__SLTE___Recording__For_upload_
Travelling pedagogies: Resituating th...
 0 Submitted by Russell Cross
AILA___GUPTA_AILA
Exploring the challenges faced by lan...
 0 Submitted by Kao Chia-Ling GUPTA
AILA_162912468005_GUPTA_AILA2021.pdf
Exploring the challenges faced by lan...
 0 Submitted by Kao Chia-Ling GUPTA
AILA__AILA__S_Guckelsberger_
Integrating content and language in h...
 0 Submitted by Susanne Guckelsberger
AILA__FINAL_BALANCING_CONENT_AND_LANGUAGE_IN_CLIL__
BALANCING CONTENT AND LANGUAGE IN CLI...
 0 Submitted by Petra Kletzenbauer
AILA_1626875052handout__BalancingContentandLanguageinCLIL_AILA21_kletzenbauer_fuerstenberg_reitbauer.pdf
BALANCING CONTENT AND LANGUAGE IN CLI...
 0 Submitted by Petra Kletzenbauer
AILA__AILA__Liu_Lo___Lin
Developing CLIL teachers’ pedagogic...
 0 Submitted by Jiajia Liu
AILA__Fielding_Harbon_AILA_talk_S
Developing content and language integ...
 0 Submitted by Ruth Fielding
AILA_1626932151SymposiumS170TalkAILA2021FieldingHarbon.pdf
Developing content and language integ...
 0 Submitted by Ruth Fielding
AILA__Morton___Llinares
Using video-based observation, reflec...
 0 Submitted by Tom Morton
AILA__AILA
Translanguaging and trans-semiotizing...
 0 Submitted by Pechang HE

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