Teachers developing language-driven CLIL through collaborative action research in Argentina
CLIL (Content and Language Integrated Learning) is an umbrella term for the integration of content and second/foreign language learning through different models. As in a continuum, these models range from content-driven to language-driven explorations. Such a broad learning approach may be European in origin and driving aims but its influence has reached other diverse contexts outside Europe. As a teacher-researcher working in collaboration with three colleagues, I investigated the beliefs, motivations, and overall experiences of a group of teachers and learners who adopted an indigenous language-driven CLIL version in a secondary school in southern Argentina. In the year 2009, we started to include curricular content in our EFL lessons. Although these were isolated episodes, I noted the potential of content and language integration and decided to research and improve our own practices through a collaborative action research project from March to November 2011. The action research comprised three cycles over the 2011 school year. Each cycle included three stages: action (teachers developed their materials), intervention (teachers taught with those materials; lessons were audio-recorded) and evaluation (student
Banegas, Dario Luis
LB1603 Secondary Education. High schools
Teachers developing language-driven CLIL through collaborative action research in Argentina. CLIL (Content and Language Integrated Learning) is an umbrella term for the integration of content and second/foreign language learning through different models. As in a continuum, these models range from content-driven to language-driven explorations. Such a broad learning approach may be European in origin and driving aims but its influence has reached other diverse contexts outside Europe. As a teacher-researcher working in collaboration with three colleagues, I investigated the beliefs, motivations, and overall experiences of a group of teachers and learners who adopted an indigenous language-driven CLIL version in a secondary school in southern Argentina. In the year 2009, we started to include curricular content in our EFL lessons. Although these were isolated episodes, I noted the potential of content and language integration and decided to research and improve our own practices through a collaborative action research project from March to November 2011. The action research comprised three cycles over the 2011 school year. Each cycle included three stages: action (teachers developed their materials), intervention (teachers taught with those materials; lessons were audio-recorded) and evaluation (student
teachers develop language driven clil collaborative action argentina clil umbrella term integration content second foreign_language learn different model continuum model range content driven language driven exploration broad learning may european origin drive aim influence reach diverse context outside europe teacher researcher work collaboration colleague investigate belief motivation overall experience group teachers learner adopt indigenous language driven clil version secondary_school southern argentina start include curricular content efl lesson although isolated episode note potential content language integration decide improve practice collaborative action project action comprise_three cycle cycle include three_stage action teacher develop material intervention teacher_teach material lesson audio recorded evaluation student