İngilizce Öğretmenlerinin Bakış Açılarından İçerik ve Dil Entegreli Öğrenme

Year 2022, Volume: 11 Issue: 2, 418 - 431, 20.06.2022

Abdullah Coşkun

https://doi.org/10.14686/buefad.1068230

Cited By: 1

Abstract

Bu çalışmanın amacı, İngilizce öğretmenlerinin dil odaklı içerik ve dil entegreli öğrenme (İDEÖ) yaklaşımı doğrultusunda ders planları ve beraberindeki materyalleri hazırladıktan sonra İDEÖ hakkındaki bakış açılarını ortaya çıkarmaktır. Katılımcılar, Türkiye’de bir devlet üniversitesinin İngiliz Dili Eğitimi (İDE) bölümünde yüksek lisans programına kayıtlı beş İngilizce öğretmenidir. Yeterli teorik altyapıyı aldıktan sonra, katılımcılara bir ders şablonunun adımlarını takip ederek dil odaklı üç İDEÖ ders planı geliştirmeleri için zaman verilmiştir. Katılımcılar seçtikleri içeriklere göre her ders planını tamamladıklarında akranlarından geri bildirim almış ve ders planlarını bu doğrultuda revize etmişlerdir. Tüm ders planlama sürecinin sonunda, içerik açısından İDEÖ ders planı tercihlerini ortaya çıkarmak için ders planları analiz edilmiştir. Ayrıca yarı yapılandırılmış görüşmeler aracılığıyla katılımcıların ders planlama sürecine bakış açıları ve sürecin gelişimlerine ne şekilde katkı sağladığı ortaya konulmuştur. İDEÖ ders planlama sürecinin ve sürecin belirli alanlarda gelişimlerine katkısının genel olarak olumlu algılandığı tespit edilmiştir. Bu nedenle, İngilizce öğretmenlerinin İDEÖ ders planları geliştirmeye teşvik edilmesi önerilebilir.

Keywords

İngilizce öğretmenleri, İçerik ve dil entegreli öğrenme, ders planlama

Content and Language Integrated Learning from the Perspectives of English Language Teachers

Abstract

The aim of the study is to explore the perspectives of English language teachers about content and language integrated learning (CLIL) after their preparation of lesson plans and accompanying materials in line with the language-driven CLIL approach. The participants are five English language teachers who are enrolled in the MA program in the department of English Language Teaching (ELT) at a state university in Turkey. After receiving adequate theoretical background, they were given time to develop three language-driven CLIL lesson plans following the steps of a lesson template. When the participants completed each lesson plan based on the contents they chose, they received feedback from their peers and revised their lesson plans accordingly. At the end of the whole lesson planning procedure, their lesson plans were analyzed to uncover their CLIL lesson plan preferences in terms of content. Also, by means of semi-structured interviews, their perspectives about the lesson planning process and in what ways the process contributed to their improvement were revealed. It was found that the CLIL lesson planning process and its contribution to their improvement in certain areas were generally perceived positively. Thus, it can be suggested that English language teachers should be encouraged to develop CLIL lesson plans.

Keywords

English language teachers, content and language integrated learning, lesson planning

References

• Arshad, A., & Mahmood, M. A. (2019). Investigating content and language integration in an EFL textbook: A corpus-based study. Linguistic Forum, 1(1), 9-21.
• Ball, P. (2009). Does CLIL work? In D. A. Hill & A. Pulverness (Eds.), The best of both worlds? International Perspectives on CLIL (pp. 32-43). Norwich: Norwich Institute for Language Education.
• Ball, P. (2018). Innovations and challenges in CLIL materials design. Theory into Practice, 57(3), 222-231.
• Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford: Oxford University Press.
• Banegas, D. L. (2010). Three frameworks for developing CLIL materials. Folio, 14(2).
• Banegas, D. L. (2012). CLIL teacher development: challenges and experiences. Latin American Journal of Content & Language Integrated Learning, 5(1), 46-56.
• Banegas, D. L. (2013). Teachers developing language-driven CLIL through collaborative action research in Argentina. PhD thesis, University of Warwick.
• Banegas, D. L. (2014). An investigation into CLIL-related sections of EFL coursebooks: Issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359.
• Banegas, D. L. (2015). Sharing views of CLIL lesson planning in language teacher education. Latin American Journal of Content & Language Integrated Learning, 8(2), 104-130.
• Banegas, D. L. (2016). Teachers develop CLIL materials in Argentina: A workshop experience. Latin American Journal of Content & Language Integrated Learning, 9(1), 17-36.
• Banegas, D. L. (2017). Teacher developed materials for CLIL: Frameworks, sources, and activities. Asian EFL Journal, 19(3), 31-48.
• Banegas, D. L. (2020). Teacher professional development in language-driven CLIL: A case study. Latin American Journal of Content & Language Integrated Learning, 12(2), 242-264.
• Banegas, D. L., Corrales, K., & Poole, P. (2020). Can engaging L2 teachers as material designers contribute to their professional development? Findings from Colombia. System, 91, 102265.
• Brown, H. (2015). Factors influencing the choice of CLIL classes at university in Japan. ELT World Online.
• Catenaccio, P., & Giglioni, C. (2016). CLIL teaching at primary school level and the academia/practice interface: Some preliminary considerations. In G. Garzone, D. Heaney & G. Riboni (Eds.), Focus on LSP teaching: Developments and issues (pp. 191-210). Milano: LED.
• Coonan, C. M. (2007). Insider views of the CLIL class through teacher self-observation-introspection. The International Journal of Bilingual Education and Bilingualism, 10(5), 625-646.
• Corden, A., & Sainsbury, R. (2006). Using verbatim quotations in reporting qualitative social research: researchers’ views. Retrieved from https://www.york.ac.uk/inst/spru/pubs/pdf/verbquotresearch.pdf
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
• Dafouz, E., Nunez, B., Sancho, C., & Foran, D. (2007). Integrating CLIL at the tertiary level: Teachers’ and students’ reactions. In D. Wolff & D. Marsh (Eds.), Diverse contexts, converging goals. Content and language integrated learning in Europe (pp. 91-102). Frankfurt: Peter Lang.
• DelliCarpini, M. (2021). Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training. In C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 217-237). Palgrave Macmillan.
• Eurydice. (2006). Content and language integrated learning (CLIL) at School in Europe. Retrieved from: https://op.europa.eu/en/publication-detail/-/publication/756ebdaa-f694-44e4-8409-21eef02c9b9b
• Farrell, K. (2011). Collegial Feedback on Teaching: A Guide to Peer Review. Melbourne: Centre for the Study of Higher Education.
• García Esteban, S. (2013). Three frameworks for developing CLIL materials in infant and primary education. Encuentro, 22, 49-53.
• Gierlinger, E. (2007). Modular CLIL in lower secondary education: Some insights from a research project in Austria. In C. Dalton-Puffer & U. Smit (Eds.), Empirical perspectives on classroom discourse (pp. 79-118). Peter Lang.
• Grandinetti, M., Langellotti, M., & Ting, Y. L. T. (2013). How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context. International Journal of Bilingual Education and Bilingualism, 16(3), 354-374.
• Hemmi, C., & Banegas, D. L. (2021). CLIL: An Overview. In C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 1-20). Palgrave Macmillan.
• Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language Integrated Learning, 4(2), 1-12.
• Ikeda, M. (2013). Does CLIL work for Japanese secondary school students? Potential for the 'weak' version of CLIL. International CLIL Research Journal, 2(1), 31-43.
• Infante, D., Benvenuto, G., & Lastrucci, E. (2009). The effects of CLIL from the perspective of experienced teachers. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, S. Hughes & G. Langé (Eds.), CLIL Practice: Perspectives from the Field (pp. 156-163). Jyväskylä: University of Jyväskylä.
• Izadinia, M. (2016). An investigation into mentor teacher-preservice teacher relationship and its contribution to development of preservice teachers’ professional identity. PhD thesis, Edith Cowan University.
• Kassymova, G., & Çiftçi, H. (2020). The effect of CLIL training on Turkish EFL pre-service teachers’ self-efficacy beliefs and attitudes towards CLIL. Asian EFL Journal, 24(6), 6-31.
• Kewara, P., & Prabjandee, D. (2018). CLIL teacher professional development for content teachers in Thailand. Iranian Journal of Language Teaching Research, 6(1), 93-108.
• Kelchtermans, G. (1993). Getting the story, understanding the lives. From career stories to teachers’ professional development. Teaching and Teacher Education, 9, 443-456.
• Leung, P. (2015). 10 Fundamental ELT techniques and strategies for CLIL practitioners. In S. Pokrivčáková (Ed.), CLIL in foreign language education: E-textbook for foreign language teachers (pp. 119-130). Nitra: Constantine the Philosopher University.
• Lorenzo, F., Casal, S., & Moore, P. (2010). The Effects of content and language integrated learning in European education: Key findings from the Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31, 418-442.
• Martín del Pozo, M. A. (2016). An approach to CLIL teacher language awareness using the Language Triptych, Pulso. Revista de Educación, 39, 141-157.
• McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Oxford: Wiley-Blackwell.
• Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro, 21, 15-33.
• Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning and multilingual education. Oxford: Macmillan.
• Met, M. (1999). Content-based instruction: Defining terms, making decisions. Washington, DC: The National Foreign Language Center.
• Moore, P., & Lorenzo, F. (2015). Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal, 43(3), 334-357.
• Moore, P. & Lorenzo, F. (2007). Adapting authentic materials for CLIL classrooms: An empirical study. Vienna English Working Papers, 16(3), 28-35.
• Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ practices and perspectives. In J. Grey (Ed.), Critical perspectives on language teaching materials, 111-136. Palgrave Macmillan.
• Pérez, M. L., & Malagón, C. G. (2017). Creating materials with ICT for CLIL lessons: A didactic proposal. Procedia - Social and Behavioral Sciences, 237, 633-637.
• Richardson, V. (2001). Teaching: Trends in research. In N. Smelser & P. Baltes (Eds.), International Encyclopedia of Social and Behavioral Sciences (pp. 15483-15487). Oxford, England: Elsevier Science.
• Sammons, P., Day, C., Kington, A., Gu, Q., Stobart, G., & Smees, R. (2007). Exploring variations in teachers' work, lives and their effects on pupils: key findings and implications from a longitudinal mixed-method study. British Educational Research Journal, 33(5), 681-701.
• Sasajima, S. (2019). Teacher Development: J-CLIL. In K. Tsuchiya & M. D. Pérez-Murillo (Eds.), Content and language integrated learning in Spanish and Japanese contexts (pp. 287-312). Palgrave Macmillan.
• Savic, V. (2010). Are we ready for implementing CLIL in primary language classrooms? British Council Serbia ELTA Newsletter, May. Retrieved from http://www.britishcouncil.org/ro/serbia-elta-newsletter-2010-may.htm
• Snow, M. A. (2014). Content-based and immersion models of second/foreign language teaching. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language (4th ed., pp. 438-454). Boston: Cengage/National Geographic Learning.
• Soler, D., Gonzalez-Davies, M., & Inesta, A. (2017). What makes CLIL leadership effective? A case study. ELT Journal, 71(4), 478-490.
• Turner, M. (2021). The Role of CLIL in learning about TESOL: Reflections from an Australian Master of TESOL Course. In C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 151-169). Palgrave Macmillan.
• Wolff, D. (2012). The European Framework for CLIL Teacher Education. Synergies, 8, 105-116.
• Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.