Tailoring CLA Pedagogy to Your Teaching Context

2021 ◽  
pp. 258-279
Author(s):  
Shawna Shapiro
Keyword(s):  
Teaching Context

What’s so important about CLIL anyway?

2021 ◽  
Author(s):  
Nina Lazarević
Keyword(s):  
Foreign Language ◽  
Content Knowledge ◽  
Science Teachers ◽  
English Language ◽  
Relevant Literature ◽  
Grammar School ◽  
School Teachers ◽  
Teaching Context ◽  
Language Classes ◽  
Or Practice

After doing two 56-hour long seminars in 2018 and 2019 with grammar school teachers in Niš, I realised that there was not much of relevant literature, activity or practice books that science teachers teaching in English could use. While there is some substantial literature for CLIL in English language classes, there is much less support for particular natural science subjects in the local teaching context. Therefore, the material from those workshops is here systematised and organised around several areas that transpired as the most important for teachers. One important point is that this is not a textbook on the English language, or English language practice nor is it an activity book for any specific subject taught in English. The main focus here is on how to activate content knowledge in a subject while using a foreign language, as well as how to organise instruction so that learners benefit from a CLIL class.

Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers

2015 ◽  
Vol 44 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Cris Edmonds-Wathen
Keyword(s):  
School Readiness ◽  
Mathematics Curriculum ◽  
Ethnographic Study ◽  
Indigenous Language ◽  
Prior Learning ◽  
Teacher Interviews ◽  
Teaching Context ◽  
Learning Mathematics ◽  
Age Appropriate ◽  
Australian English

Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of ‘age-appropriate learning’ and ‘school readiness’ structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers’ responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers’ decisions regarding the level of mathematics curriculum taught were informed by students’ prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers.

scholarly journals The Future Ready Ideas Lab: Future Proofing Bioscience Students Enterprise Skills

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
John Barrow ◽  
Joy Perkins ◽  
Pietro Marini ◽  
Ann Davidson
Keyword(s):  
Longitudinal Study ◽  
Technological Change ◽  
Time Perspective ◽  
Early Stage ◽  
Life Sciences ◽  
Perspective View ◽  
Teaching Context ◽  
Enterprise Education ◽  
Mind Set ◽  
Students Satisfaction

Given the pace of technological change, today’s students need to be prepared for changing employment roles in an ever-evolving world.  Increasingly, employers require graduates to be innovative, adaptable and resilient, and have an enterprising mind-set.  Enterprise education supports students to develop these key attributes and skills, enabling them to engage with the pace of change.  In our teaching context the challenges of delivering enterprise education is to support and engage 300 students, at an early stage in their life sciences degree programme, to start developing core enterprising behaviours.  To address this, a bespoke enterprise workshop was devised.  A Kirkpatrick evaluation-based survey was then used to investigate the following themes:  1) students’ satisfaction and reaction to the enterprise session; 2) students’ ability to articulate their skills; 3) participants’ behaviour post-session and 4) benefits derived from the session.  The data collected reveals students’ awareness of their skills and their understanding of what may be required of future employers and their employees.  Although it is also clear from the data, broadening all students’ horizons and their enterprise engagement is challenging.  The next step is to conduct a longitudinal study to gather a time perspective view on this cohort’s enterprise knowledge and learning.

scholarly journals Intercultural sensitivity and its effects on ELT curricula – Teacher insights

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Walead Etri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Intercultural Sensitivity ◽  
Learning Experience ◽  
English Language Teaching ◽  
Original Research ◽  
Data Generation ◽  
Content Type ◽  
Teaching Context ◽  
Group Interviews

PurposeThis qualitative research set out to understand what teachers’ assessments were of the context of teaching as it relates to the curriculum, and what they consider appropriate for an optimal teaching and learning experience in a university english language teaching (ELT) context.Design/methodology/approachQualitative data were deemed required to understand the effects and understanding teachers had of the ELT curriculum as it played out in their teaching context. Focus group interviews and observations were the main method for data generation.FindingsThe context has a bearing on the ongoing development of teachers’ intercultural sensitivity (IS) frames and how they address IS over time in their context of teaching as it pertains to curriculum.Originality/valueThis is an original research paper which gives insight to knowledge about the relationship between ELT, curriculum and culture.

scholarly journals Investigating the impact of status and context on workplace incivility.

2019 ◽  
Author(s):  
Amy Irwin ◽  
Charlotte Patricia Irvine ◽  
Barbara Bekes ◽  
Emily Nordmann
Keyword(s):  
Higher Education ◽  
Student Behavior ◽  
Online Survey ◽  
Context Effects ◽  
Emotional Impact ◽  
Staff Retention ◽  
Teaching Context ◽  
Context Specific ◽  
The Uk ◽  
The Impact

Incivility has been reported as having an adverse impact on student learning, faculty staff retention and student commitment within Higher Education. As such this behaviour has the potential to reduce student achievement and could have a financial impact on institutions. The aim of this two-stage study was to examine the impact of teaching context (lecture versus tutorial) and instigator status (staff versus student) on the perception and impact of incivility in academia. Study 1 recruited participants from Scotland and utilised a vignette-based approach to evaluate status and context effects across four fictional teaching scenarios, each illustrating the uncivil behaviour of ignoring someone. Study 2 recruited participants from the UK and Ireland and used an online survey to gather quantitative and qualitative data investigating uncivil behaviours within lectures and tutorials. The combined results indicate that the uncivil behaviours absenteeism, non-participation, ignoring and unrelated behaviours were all more frequent during a lecture in comparison to a tutorial. Uncivil behaviours were associated with a higher emotional impact within tutorials as opposed to lectures and an assertive response to incivility was more likely in a tutorial than a lecture. In terms of status student behavior was perceived as more uncivil than the equivalent staff behavior, yet a higher emotional response was reported for staff as opposed to student incivility, regardless of context. These results indicate the need for a tailored context-specific approach to addressing incivility within Higher Education, with practical implications discussed.

scholarly journals Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

2021 ◽  
Vol 12 (4) ◽  
pp. 279-301
Author(s):  
Ola Hafez ◽  
Yasmine Salah El-Din
Keyword(s):  
Coping Strategies ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Academic Institution ◽  
Cross Sectional ◽  
Teaching Online ◽  
Positive Effects ◽  
Teaching Context ◽  
Technical Issues ◽  
And Coping

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

scholarly journals “It’s the Same World through Different Eyes”: A CLIL Project for EFL Young Learners.

2016 ◽  
Vol 18 (1) ◽  
pp. 116 ◽  
Author(s):  
Eleni Korosidou ◽  
Eleni Griva
Keyword(s):  
Primary School ◽  
English Language ◽  
Project Evaluation ◽  
Target Language ◽  
Integrated Learning ◽  
School Grade ◽  
Young Learners ◽  
The Core ◽  
Teaching Context ◽  
Content Development

This paper presents the design, implementation and evaluation of a  project entitled "It's the same world through different eyes", which was based on the principles of Content and Language Integrated  Learning (CLIL) approach  and  was piloted with 4th primary school grade students. More specifically, we employed a dual-focused approach, focusing equally on English language and content development. For the purpose of the project, we designed a mini-syllabus with the stories being at the core of the design. The objectives of the project were to: a) develop the students’ skills in EFL, b) develop their sensitivity towards diversity, c)enhance their citizenship awareness. Students were provided with opportunities to express themselves verbally and non-verbally, and participate in a variety of creative activities in a multimodal teaching context. The findings of project evaluation indicated students’ improvement regarding both their receptive and productive skills in the target language, and the development of children’s citizenship awareness and their sensitivity towards diversity.

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