Overall, students and teachers feel motivated through content and language integrated learning experiences because they offer possibilities to use the language meaningfully by learning new contents through the language. Within language-driven models, motivation may also increase because topics, lesson dynamics and materials are negotiated in such a way that students are willing to learn because they have been active participants in the process.
The current ELT global coursebook market has embraced CLIL as a weak form of bilingual education and an innovative component to include in General English coursebooks for EFL contexts. In this paper I investigate how CLIL is included in ELT coursebooks aimed at teenaged learners, available to teachers in Argentina. My study is based on the content analysis of four series which include a section advertised as CLIL-oriented.
Here's the abstract of a paper I've recently published in Studies in Second Language Learning and Teaching: 111Studies in Second Language Learning and TeachingDepartment of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, KaliszSSLLT 2 (1).
This post is just to share with you a review article I've published in the Latin American CLIL Journal.
In general, teachers believed that practice should play a more important role in ILTE programmes. For current programmes in Argentina, this would mean the extension of the practicum and the incorporation of more teaching opportunities, micro-teaching for example, during the four years of the course.
What balance between theory and practice do you think is best in a training programme? Explain.
Theory: __________% because…
Practice: __________% because…
Models of teaching
Wallace (1991) explains that professional expertise in language teacher education can be reached through three models
The craft model
Conceptions of teaching
In an article which looks at this division and the conceptions of teaching which underpin this issue, Freeman and Richards (1993) come up with a further distinction. They base their tripartite classification on Zahorik (1986 in Freeman and Richards 1993).
But, what about all those teachers who have been teaching for more than ten or twenty years? In addition, we can find teachers who are 'native' speakers in the sense that English is their L1 but who have no formal qualifications in either English or teaching foreign languages. In addition, we can also meet teachers with vast experience in the ELT field, but whose degrees are in translation or hold honours degrees in English.