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A Reflective CLIL Teacher: A Way to Enrich the CLIL Teaching Professional Practice in the Polish Context
Series: - Language Learning and Multilingualism, Volume: 2
Author:
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.
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.
Contents
Acknowledgements
List of Tables and Figures
Introduction
1 Reflection and a Reflective Teacher
Introduction
1.1 Criteria of Reflection
1.2 Levels of Reflection
1.3 Models of Reflection
1.4 Types of Reflection
1.5 Varieties of Teacher Reflective Practice
1.6 Elements of Reflection
1.7 Reflection as a Problem Solving and Professional Development Strategy
1.8 Dimensions of Reflection
1.9 Breadth and Depth Reflection
1.10 A Reflective Teacher
1.11 Conclusion
2 A CLIL Teacher
Introduction
2.1 CLIL Teacher Characteristics
2.2 Teaching in CLIL
2.3 Materials Development
2.4 Methods of Assessment
2.5 Cooperation
2.6 Professional Development: Holistic and Practical Model for CLIL Teachers 2.7 Beliefs and Expectations
2.8 CLIL in the Context of Polish Education
2.9 Research on the CLIL Teacher
2.10 Conclusion
3 Research on a Reflective CLIL Teacher: A Pilot Study
Introduction
3.1 Research Questions
3.2 Research Instruments
3.3 Research participants
3.4 Research Implementation
3.5 Results and Findings
3.6 Changes Introduced into Further Research
3.7 Conclusion
4 Research on a Reflective CLIL Teacher: Main Study
Introduction
4.1 Research Questions
4.2 Research Instruments
4.3 Research Participants
4.4 Research Implementation
4.5 Methodological and Ethical Challenges
4.6 Results and Findings
4.7 Discussion
4.8 Conclusion
5 Conclusions, Implications, Limitations and Further Research
5.1 Future Implications
5.2 Limitations of the Research
5.3 Suggestions for Further Research
Appendix 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)
References
Index
Acknowledgements
List of Tables and Figures
Introduction
1 Reflection and a Reflective Teacher
Introduction
1.1 Criteria of Reflection
1.2 Levels of Reflection
1.3 Models of Reflection
1.4 Types of Reflection
1.5 Varieties of Teacher Reflective Practice
1.6 Elements of Reflection
1.7 Reflection as a Problem Solving and Professional Development Strategy
1.8 Dimensions of Reflection
1.9 Breadth and Depth Reflection
1.10 A Reflective Teacher
1.11 Conclusion
2 A CLIL Teacher
Introduction
2.1 CLIL Teacher Characteristics
2.2 Teaching in CLIL
2.3 Materials Development
2.4 Methods of Assessment
2.5 Cooperation
2.6 Professional Development: Holistic and Practical Model for CLIL Teachers 2.7 Beliefs and Expectations
2.8 CLIL in the Context of Polish Education
2.9 Research on the CLIL Teacher
2.10 Conclusion
3 Research on a Reflective CLIL Teacher: A Pilot Study
Introduction
3.1 Research Questions
3.2 Research Instruments
3.3 Research participants
3.4 Research Implementation
3.5 Results and Findings
3.6 Changes Introduced into Further Research
3.7 Conclusion
4 Research on a Reflective CLIL Teacher: Main Study
Introduction
4.1 Research Questions
4.2 Research Instruments
4.3 Research Participants
4.4 Research Implementation
4.5 Methodological and Ethical Challenges
4.6 Results and Findings
4.7 Discussion
4.8 Conclusion
5 Conclusions, Implications, Limitations and Further Research
5.1 Future Implications
5.2 Limitations of the Research
5.3 Suggestions for Further Research
Appendix 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)
References
Index
The book is addressed to content and language teachers, researchers in the field of Applied Linguistics and content and language teaching, teacher trainers, students who want to become English or CLIL teachers, and policy makers.