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Abstract
The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.
Highlights
It is undeniable that Content and Language Integrated Learning (CLIL)is thriving as it is embraced by schools and educational systems around the world in a concerted effort to create opportunities for synthesis and holistic learning
In response to the first research question, Claudia’s belief of CLIL as an approach to be implemented with learners who exhibit a higher level of English proficiency is connected to the possibilities that the approach offers for authenticity and interdisciplinarity
Drawing on the different instruments employed for data triangulation, the following categories emerged from Claudia’s beliefs on content and language teaching, which were consistent with her teaching practices during the course
Summary
It is undeniable that Content and Language Integrated Learning (CLIL). Is thriving as it is embraced by schools and educational systems around the world in a concerted effort to create opportunities for synthesis and holistic learning. This claim rests on recent publications attesting to CLIL’s impressive growth in large parts of Europe In South America, CLIL is taking a particular form. Pimentel-Siqueira et al (2018) add that aspects related to language learning and proficiency, culture, and identity are taking special features given how locally produced materials, teacher preparation, and CLIL expansion are addressed by teachers, school administrators, and specialists The authors highlight the socio-constructivist and integrative nature of CLIL. Pimentel-Siqueira et al (2018) add that aspects related to language learning and proficiency, culture, and identity are taking special features given how locally produced materials, teacher preparation, and CLIL expansion are addressed by teachers, school administrators, and specialists
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