The Psychological Experience of Integrating Content and Language
Edited by: Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida
- Related Formats:
- Hardback, Ebook(PDF), Ebook(EPUB)
- 28th Feb 2021
- Multilingual Matters
- Number of pages:
- 234mm x 156mm
This book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.
This outstanding volume focusing on the psychologies of teachers and learners is a timely addition to the study of the integration of content and language. The illuminating insights in this collection highlight the importance of psychological experiences and have far-reaching implications for research, professional development and teachers' practice.
Jasone Cenoz, University of the Basque Country, SpainThis volume puts a genuine and legitimate focus on the emotional rollercoaster teachers ride in Instructed Content and Language (ICL) programs. The lively portraits invite the reader to discover and reflect on the multifaceted, challenging and stimulating aspects of teaching and learning through ICL, confronting beliefs and practices, oscillating identities and expectations, implementation and well-being. A comprehensive and inspiring book.
Laurence Mettewie, University of Namur, Belgium
Kyle Read Talbot is a language teacher and researcher in Applied Linguistics. His current research and thinking interests include the psychology of language learning and teaching, bilingual and multilingual education, and applied complexity science.
Marie-Theres Gruber works at the Private University College of Teacher Education Graz (KPH Graz). Her teaching and research interests are early foreign language learning, lesson planning and CLIL as well as progressive pedagogies (Jenaplan) and diversity management. She supports schools and individual teachers in initial and implementation phases of primary CLIL instruction and has been involved in different CLIL projects and CLIL in German material development for the Austrian language competence centre (ÖSZ).
Rieko Nishida is Associate Professor at Osaka University, Japan. Her research interests include educational psychology of second language learning in the Japanese context. She is especially interested in the influence of motivation and other psychological factors in language learning and also the effects of CLIL among university English learners in Japan.
Tables and Figures
Chapter 1. Kyle Read Talbot and Marie-Theres Gruber: Introduction
Chapter 2. Sotiria Pappa: Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland
Chapter 3. Jun Jin, Kyle Read Talbot and Sarah Mercer: EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education
Chapter 4. Anssi Roiha and Katja Mäntylä: CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student's Life Course
Chapter 5. Nihat Polat and Laura Mahalingappa : Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example
Chapter 6. Christiane Dalton-Puffer, Julia Hüttner and Ute Smit: From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape
Chapter 7. Ruth Milla and María del Pilar García Mayo: Teachers' and Learners' Beliefs about Corrective Feedback Compared with Teachers' Practices in CLIL and EFL
Chapter 8. Emma Dafouz: 'So, after a Week, I Became a Teacher of English': Physics Lecturers' Beliefs on the Integration of Content and Language in English-Medium Higher Education
Chapter 9. Kyle Read Talbot, Marie-Theres Gruber, Anita Lämmerer, Nicole Hofstadler and Sarah Mercer: Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria
Chapter 10. Antonio Jimenez-Munoz: 'It Wasn't My Fault': Lecturers' Notes to Former Selves after Five Years of EMI Service
Chapter 11. Erwin M. Gierlinger: L2 Confidence in CLIL Teaching: A Tale of Two Teachers
Chapter 12. Nia Mererid Parry and Enlli Môn Thomas: Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales
Chapter 13. Victor Arshad and Roy Lyster: Professional Development in Action: Teachers' Experiences in Learning to Bridge Language and Content
Chapter 14. Rieko Nishida: A Longitudinal Study of Japanese Tertiary Students' Motivation, Perceived Communication Competency and Classroom Dynamics on Soft-CLIL
Chapter 15. Darío Luis Banegas and Richard Pinner: Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina
Chapter 16. Kyle Read Talbot and Marie-Theres Gruber: Conclusion: Challenges, Opportunities, Implications and Future Directions