Many CLIL settings organise parallel teaching through the target language (subject-content courses) and formal teaching of that language (language courses) with separate teachers in the CLIL learners' timetable. Yet so far, CLIL literature has tended to maintain a 'teachers-are-expected-to-work-together' assumption without delving into the complexity as to how. This study has aimed to theorise and problematize the nature and processes of pedagogic collaboration between subject and language teachers for the integration of content and language. A theoretical investigation critically draws upon existing literature (from: CLIL; generic teacher collaboration and professional development; ESL/EAL; Academic Literacies; pluriliteracies development…). It constructs a conceptual framework as a working model from a sociocultural perspective. Qualitative (social) constructivist inquiry (case study approach in French-speaking Belgian secondary CLIL) provides the model testing and feedback. The database constructs a mosaic of perceptions and experience of subject and language teacher collaboration from all levels of secondary CLIL education. The findings indicate that teachers interpret successfulness of pedagogic collaboration as being important for meeting their 'shared' learners' needs. Teachers also perceive their own need to better understand how to work collaboratively and progress in effectiveness pedagogically for their CLIL learners' benefit. Nevertheless, data show they regret the difficulty with which to realize such successful collaboration sustainably. The findings imply necessary top-down and bottom-up engagement and clearer understandings of teacher collaboration in CLIL. Institutional and organisational factors and conditions are crucial. But collaboration must also be actively cultivated through principled professional learning. Creating Integration Space and developing realistic approaches, guidance and practical tools with and for language and subject-content teachers (and other players) are required. Providing insight into the complexity of such pedagogic partnership, the research identifies interacting issues, factors and conditions underlying the development of CLIL teacher collaboration towards integration and proposes a two-part dynamic model as a conceptual tool.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:648908 |
| Date | January 2015 |
| Creators | Chopey-Paquet, Mary |
| Publisher | University of Aberdeen |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225777 |
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