Conceptualizing and developing teacher language awareness for content and language integration (TLA for CLI) across educational contexts

Abstract

Teacher language awareness for content and language integration (TLA for CLI) is the special type of knowledge and perception of language required by teachers who teach content through a second or foreign language or combine language and content instruction. This Special Issue examines how TLA for CLIL is conceptualized and developed in diverse settings, from primary to tertiary education, around the world (North and South America, Asia, and Europe). Building on Edge’s framework of three domains of language teachers’ knowledge (user, analyst, teacher) and Andrews’ work on teacher language awareness, the six studies use various theoretical lenses and methodological options to explore TLA for CLI in their respective settings. Key emerging themes include the theory-practice relationship in TLA, the role of collaboration in developing TLA for CLI, the impact of teachers’ epistemological beliefs, the importance of critical language awareness, and the need for a plurilingual perspective. After examining the cross-cutting themes in the six studies, the editorial proposes expanding the construct of TLA for CLI to incorporate critical sociolinguistic perspectives, plurilingual competence, and disciplinary literacy.