Curators and Mediators of Language, Content, Pedagogy, and Technology: Teachers’ Expanding Roles in Fully-Online CLIL Contexts
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Yuliya Novitskaya
Yuliya Novitskaya is Head of the Foreign Language Department at Kazakh-American Free University (KAFU). She has been a lecturer, advisor, and manager of partnerships with universities, businesses, and foundations in Kazakhstan, Russia, Great Britain, Singapore, and the U.S.Correspondence
Rebekah R. Gordon holds a Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University. Her research interests include transnationalism, language education, and curriculum design, with an emphasis on creating transformative and inclusive learning experiences.
Douglas K. Hartman is a professor of Technology & Human Learning with appointments in Teacher Education and Educational Psychology and Educational Technology at Michigan State University. His research focuses on the equitable use of technologies for human learning in a number of domains (e.g., school, community, work, sports).
Curtis Green-Eneix is a research assistant professor in the English Language Education Department at the Education University of Hong Kong. His research areas include language policy in secondary and higher education, identity, ideology, emotions, and issues of inequity surrounding language, race, and social class.
Abstract
As world events have morphed teachers’ roles within English medium of instruction (EMI) contexts to incorporate more online teaching practices, teachers’ integration of digital tools has faced technological and curricular challenges. While previous research has examined the integration of digital tools in face-to-face and hybrid EMI settings (e. g., Finardi, 2015; O’Dowd, 2018), more research is needed to understand the familiarization process teachers engage in as they implement fully-online teaching to support their content and language integrated learning (CLIL) teaching. As part of a larger project, this case study sets out to fill this gap by examining the practices and perspectives of 30 Kazakhstani university teachers who adopted CLIL approaches while needing to adapt to fully-online teaching contexts. Using the concept of technological pedagogical content knowledge (Mishra & Koehler, 2006) in tandem with Ball et al.’s (2016) seven CLIL principles as a framework, this study thematically analyzed workshop artifacts, survey responses, semi-structured interview transcripts, and videos from online class lessons to find that teachers were mediators and curators of content, language, pedagogy, and digital tools. The findings offer pedagogical insights for the implementation of professional development (PD) to prepare teachers to meaningfully curate and mediate technology into their CLIL pedagogy to teach content within EMI contexts.
About the authors
Yuliya Novitskaya is Head of the Foreign Language Department at Kazakh-American Free University (KAFU). She has been a lecturer, advisor, and manager of partnerships with universities, businesses, and foundations in Kazakhstan, Russia, Great Britain, Singapore, and the U.S.Correspondence
Rebekah R. Gordon holds a Ph.D. in Curriculum, Instruction, and Teacher Education from Michigan State University. Her research interests include transnationalism, language education, and curriculum design, with an emphasis on creating transformative and inclusive learning experiences.
Douglas K. Hartman is a professor of Technology & Human Learning with appointments in Teacher Education and Educational Psychology and Educational Technology at Michigan State University. His research focuses on the equitable use of technologies for human learning in a number of domains (e.g., school, community, work, sports).
Curtis Green-Eneix is a research assistant professor in the English Language Education Department at the Education University of Hong Kong. His research areas include language policy in secondary and higher education, identity, ideology, emotions, and issues of inequity surrounding language, race, and social class.
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Acknowledgments
This project was conducted with funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S. Mission to Kazakhstan and administered by American Councils [Award number SKZ100-19-CA-0149]. The authors thank American Councils for their support in advancing Kazakh-American academic partnerships, and colleagues at Kazakh-American Free University for their logistical and technical support throughout the project.
© 2025 BFSU, FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy
Articles in the same Issue
- Frontmatter
- Advancing CLIL Approaches in EMI Settings Through International Collaboration Peter I. De Costa, Douglas Hartman, Curtis Green-Eneix & D. Philip Montgomery
- Advancing CLIL Approaches in EMI Settings Through International Collaboration: An Introduction
- EMI and CLIL in Kazakhstani Higher Education: Current Policies and Future Possibilities
- Forging CLIL Teacher Identities in Kazakhstan: Developmental Pathways of Two University Teachers
- Curators and Mediators of Language, Content, Pedagogy, and Technology: Teachers’ Expanding Roles in Fully-Online CLIL Contexts
- Professional Vulnerability in Adopting a CLIL Pedagogy at a Neoliberal Restructured University in Kazakhstan
- Reframing the Cultivation Metaphor in Education by Reflecting on CLIL Professional Development Through a Forest Gardening Lens
- Commentary
- English for Specific Purposes
- Workplace English Language Needs for Medical Students in China Learning and Using English as Non-Native Speakers
- Cross-Cultural Communication
- Developing Relational Empathy in Virtual Ethnographic Intercultural Teaching
- Chinese Abstracts
- Chinese Abstracts
Articles in the same Issue
- Frontmatter
- Advancing CLIL Approaches in EMI Settings Through International Collaboration Peter I. De Costa, Douglas Hartman, Curtis Green-Eneix & D. Philip Montgomery
- Advancing CLIL Approaches in EMI Settings Through International Collaboration: An Introduction
- EMI and CLIL in Kazakhstani Higher Education: Current Policies and Future Possibilities
- Forging CLIL Teacher Identities in Kazakhstan: Developmental Pathways of Two University Teachers
- Curators and Mediators of Language, Content, Pedagogy, and Technology: Teachers’ Expanding Roles in Fully-Online CLIL Contexts
- Professional Vulnerability in Adopting a CLIL Pedagogy at a Neoliberal Restructured University in Kazakhstan
- Reframing the Cultivation Metaphor in Education by Reflecting on CLIL Professional Development Through a Forest Gardening Lens
- Commentary
- English for Specific Purposes
- Workplace English Language Needs for Medical Students in China Learning and Using English as Non-Native Speakers
- Cross-Cultural Communication
- Developing Relational Empathy in Virtual Ethnographic Intercultural Teaching
- Chinese Abstracts
- Chinese Abstracts
