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CLIL teachers’ professionalization

Between explicit knowledge and professional identity
  • Andreas Bonnet and Stephan Breidbach
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Applied Linguistics Perspectives on CLIL
This chapter is in the book Applied Linguistics Perspectives on CLIL

Abstract

This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.

Abstract

This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
https://doi.org/10.1075/lllt.47.16bon

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction
  4. Content and Language Integrated Learning (CLIL) 1
  5. Part I. Second Language Acquisition (SLA) perspectives
  6. Introduction to part I 19
  7. CLIL and SLA 33
  8. Motivation, second language learning and CLIL 51
  9. Investigating pragmatics in CLIL through students’ requests 67
  10. Part II. Systemic Functional Linguistics (SFL) perspectives
  11. Introduction to part II 91
  12. Genre and appraisal in CLIL history texts 105
  13. Speech function analysis to explore CLIL students’ spoken language for knowledge construction 125
  14. Multi-semiotic resources providing maximal input in teaching science through English 145
  15. Part III. Discourse analysis perspectives
  16. Introduction to part III 167
  17. Classroom interactional competence in content and language integrated learning 183
  18. Multimodal conversation analysis and CLIL classroom practices 201
  19. Assessment for learning in CLIL classroom discourse 221
  20. Part IV. Sociolinguistic perspectives
  21. Introduction to part IV 239
  22. “I always speak English in my classes” 251
  23. CLIL teachers’ professionalization 269
  24. A sociolinguistic approach to the multifaceted Roles of English in English-medium education in multilingual university settings 287
  25. Afterword
  26. Emerging themes, future research directions 307
  27. Subject index 313
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