Friday 15:30, Room 1
Teacher Identity and Practical Knowledge Growth in Novice CLIL Teachers University of Leeds This paper reports on longitudinal case study research investigating the cognitions of a neophyte CLIL teacher of natural sciences in a Spanish bilingual school. Presenting data generated over the teacher’s first year of CLIL teaching, the research explores the process by which teachers redefine their professional identity as they make the transition from English language teacher to CLIL teacher. Not only does the research identify the uncertainties which teachers can experience regarding the CLIL model (Pavón and Rubio 2010) but it also explores the process of adaptation and the attempt to establish a ‘fit’ (Tsui 2003) between existing cognitions and the new teaching context. The research adds to a body of teacher cognition literature exploring what teachers ‘know, believe, think and do’ (Borg 2006). It seeks to redress the dearth of longitudinal CLIL studies (Lasagabaster and Sierra 2010) to provide the empirical data for a deeper understanding of the CLIL context. Adopting multiple theoretical approaches to study aspects of teacher identity (Varghese, Morgan et al. 2005), it explores the impact of the context shift on the practitioner. In its focus on the challenges encountered by the teacher and the process of CLIL practical knowledge growth, the research has strong implications for both pre-service and in-service teacher education. References Borg, S. (2006). Teacher cognition and language education: research and practice. London, Continuum. Lasagabaster, D. and J. Sierra (2010). ELT J , 64(4): 367-375. Pavón, V. and F. Rubio (2010). "Teachers’concerns and uncertainties about the introduction of CLIL programmes." Porta Linguarum, 14(June): 45-58. Tsui, A. (2003). Understanding expertise in teaching: case studies of second language teachers. Cambridge, Cambridge University Press. Varghese, M., B. Morgan, et al. (2005). Theorizing language teacher identity: three perspectives and beyond. Journal of Language, Identity and Education, 4(1): 21-44.
Here you will find all the information about the ALP-CLIL Conference (5-8 June 2013)