Reflective CLIL Teacher: A Way to Enrich the CLIL Teaching Professional Practice in the Polish Context

Inbunden, Engelska, 2024

Del 2 i serien Language Learning and Multilingualism

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Beskrivning

This book intends to look into CLIL teaching professional practice through the prism of reflection. It offers a comprehensive coverage of a CLIL teacher’s features, their attitudes to the approach, teaching methodology, assessment, materials development, cooperation with other CLIL and non-CLIL teachers, professional development, expectations and beliefs. Furthermore, it focuses on CLIL teachers’ positive and negative emotions experienced in relation to CLIL. As a CLIL trainer I spend a lot of time with CLIL teachers trying to guide them in the process of teaching in CLIL but also to help them face many challenges and overcome obstacles which often discourage them from working in the CLIL environment. Being greatly inspired by the ongoing research in the field but also by my CLIL trainee teachers I felt there was a need to conduct such research and make the reader reflect on his/her own teaching experiences in CLIL.

Produktinformation

Utgivningsdatum:2024-04-03
Mått:155 x 235 x 21 mm
Vikt:547 g
Format:Inbunden
Språk:Engelska
Serie:Language Learning and Multilingualism
Antal sidor:240
Förlag:Brill
ISBN:9789004548138

Utforska kategorier

Språkundervisning och språkinlärning inom Språk och ordböcker

Mer om författaren

Katarzyna Papaja received her PhD degree in Applied Linguistics and works as an Assistant Professor at the Institute of Linguistics, University of Silesia in Katowice (Poland). She is a former Deputy Dean for Philology and Business Linguistics at the European Tischner University in Kraków. She specialises in Methods of Teaching English as a Foreign Language and Bilingual Education. She has published widely on bilingual education methodologies (mainly Content and Language Integrated Learning – CLIL). She was a part of the team, which conducted groundwork leading to the publication of Profile Report – Bilingual Education (English) in Poland. She was also awarded scholarships and, as a result, was able to gain teaching experience in countries such as Great Britain, the USA, Germany and Switzerland.

Innehållsförteckning

ContentsAcknowledgementsList of Tables and FiguresIntroduction1 Reflection and a Reflective TeacherIntroduction1.1 Criteria of Reflection1.2 Levels of Reflection1.3 Models of Reflection1.4 Types of Reflection1.5 Varieties of Teacher Reflective Practice1.6 Elements of Reflection1.7 Reflection as a Problem Solving and Professional Development Strategy1.8 Dimensions of Reflection1.9 Breadth and Depth Reflection1.10 A Reflective Teacher1.11 Conclusion2 A CLIL TeacherIntroduction2.1 CLIL Teacher Characteristics2.2 Teaching in CLIL2.3 Materials Development2.4 Methods of Assessment2.5 Cooperation2.6 Professional Development: Holistic and Practical Model for CLIL Teachers 2.7 Beliefs and Expectations2.8 CLIL in the Context of Polish Education2.9 Research on the CLIL Teacher2.10 Conclusion3 Research on a Reflective CLIL Teacher: A Pilot StudyIntroduction3.1 Research Questions3.2 Research Instruments3.3 Research participants3.4 Research Implementation3.5 Results and Findings3.6 Changes Introduced into Further Research3.7 Conclusion4 Research on a Reflective CLIL Teacher: Main StudyIntroduction4.1 Research Questions4.2 Research Instruments4.3 Research Participants4.4 Research Implementation4.5 Methodological and Ethical Challenges4.6 Results and Findings4.7 Discussion4.8 Conclusion5 Conclusions, Implications, Limitations and Further Research5.1 Future Implications5.2 Limitations of the Research5.3 Suggestions for Further ResearchAppendix A: Questionnaire (Pilot Study and Main Study)Appendix B: Interview Questions (Pilot Study)Appendix C: Interview Questions (Main Study)Appendix D: A Diary (Main study)ReferencesIndex