Developing my theory of practice as a teacher-researcher through a case-study of CLIL classroom interaction
Research by the Nuffield Foundation (2000) suggests that the teaching and learning of Modern Foreign Languages (MFL) in English secondary schools is in crisis. At the same time, some schools are implementing initiatives intended to raise the status and the quality of MFL learning. One such school is the College du Pare [fictitious name] where in September 1998 the Bilingual Foundation Course (BFC) was introduced. In the BFC, non-linguistic subjects (English, History, Geography, Religious Education and Pastoral and Social Education) were taught to 3 out of 6, Year 7 classes (11-12 year olds) through French. From September 1998 until July 2000, I was one of the teachers in the BFC and conducted my research for this thesis by developing my theory of practice through case study. The data served as the basis for my understanding of CLIL classroom interaction. In order to present my research framework, I illustrate in Chapters 1-2 how I have come to consider the key features of my theory of practice (van Lier, 1994, 1996) as being meaningful, focused and pragmatic. In Chapters 3-4, I describe my theory of practice of CLIL classroom interaction by jointly examining CLIL theories and my classroom practices. This allows
Wiesemes, Rolf
LB1024 Teaching ; P Philology. Linguistics
Developing my theory of practice as a teacher-researcher through a case-study of CLIL classroom interaction. Research by the Nuffield Foundation (2000) suggests that the teaching and learning of Modern Foreign Languages (MFL) in English secondary schools is in crisis. At the same time, some schools are implementing initiatives intended to raise the status and the quality of MFL learning. One such school is the College du Pare [fictitious name] where in September 1998 the Bilingual Foundation Course (BFC) was introduced. In the BFC, non-linguistic subjects (English, History, Geography, Religious Education and Pastoral and Social Education) were taught to 3 out of 6, Year 7 classes (11-12 year olds) through French. From September 1998 until July 2000, I was one of the teachers in the BFC and conducted my research for this thesis by developing my theory of practice through case study. The data served as the basis for my understanding of CLIL classroom interaction. In order to present my research framework, I illustrate in Chapters 1-2 how I have come to consider the key features of my theory of practice (van Lier, 1994, 1996) as being meaningful, focused and pragmatic. In Chapters 3-4, I describe my theory of practice of CLIL classroom interaction by jointly examining CLIL theories and my classroom practices. This allows
developing theory_practice teacher researcher case_study clil classroom_interaction foundation suggest teach_learn modern foreign languages mfl english_secondary school crisis time school implement initiative intend raise_status quality mfl learning school college name bilingual foundation course introduce non_linguistic subject english history geography religious education pastoral social education taught class french july teacher conduct develop theory_practice case_study data serve_basis clil classroom_interaction order present framework illustrate come consider key_feature theory_practice meaningful focus pragmatic describe theory_practice clil classroom_interaction jointly examine clil theory classroom_practice allows