CLIL Collaborations in Higher Education: A Critical Perspective
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CLIL Collaborations in Higher Education: A Critical Perspective 高等教育中學科內容和語言整合教學的合作:批判性視角 Amanda Wallace 1 & Valia Spiliotopoulos 2 & Roumiana Ilieva 1 Received: 25 July 2019 / Revised: 5 January 2020 / Accepted: 27 March 2020 # National Taiwan Normal University 2020
Abstract While the research on Content and Language Integrated Learning (CLIL) in North American K-12 settings, as well as European post-secondary English as a medium of instruction contexts, is substantial, there is limited research on CLIL in Anglo-dominant higher education. CLIL is a pedagogical approach wherein applied linguists and content faculty collaborate to support multilingual student success in the internationalized university. This study critically examines CLIL interdisciplinary collaborations between applied linguists and content faculty at a Canadian university to better understand the processes and discourses that shape these partnerships. Data were collected from audio-recorded professional development meetings involving applied linguists, as well as semi-structured individual interviews of content faculty and applied linguists. To analyse the data, we draw on critical applied linguistics perspectives to examine the institutional structures, processes and discourses impacting interdisciplinary collaboration between applied linguists (ALs) and content faculty (CF) and to investigate the power dynamics within these relationships. The findings suggest that in CLIL collaborations applied linguists and content faculty work together in a “trading zone” or “contact zone” against a backdrop of power relations and institutional constraints and affordances. Recommendations are made in relation to the importance of institutional support for interdisciplinary collaborations for universities that have increasing linguistically and culturally diverse student populations.
* Amanda Wallace [email protected] Valia Spiliotopoulos [email protected] Roumiana Ilieva [email protected]
1
Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada
2
Department of Language and Literacy, University of British Columbia, Vancouver, British Columbia, Canada
English Teaching & Learning
摘要 儘管基於北美K-12教育框架以及歐洲高等教育以英語為教學媒介語的背景下, 已有大量針對 學科內容和語言整合教學(CLIL)的研究, 但在以英語為主導的高等教育中對CLIL的研究卻 很少。CLIL為一種教學方法, 指的是語言教師和學科教師合作以支援多語言學生在國際化 大學中的學業發展。本研究深入探究了加拿大一所大學的語言教師和學科教師之間CLIL的 跨學科合作, 以理解影響這些合作關係的過程和論述。本研究資料來源為語言教師參與專業 發展會議的錄音檔, 以及與學科教師和語言教師的半結構化個人訪談。為了分析研究資料, 我們採用批判的應用語言學觀點來研究影響語言教師和學科教師之間跨學科合作的體制、過 程、和論述, 並研究這些關係中的權力動態平衡。研究結果表明, 在CLIL合作中, 語言教師 和學科教師在權力關係和制度限制的背景下, 在「交易區」或「交流區」中進行合作。本 研究亦針對在語言及文化層面, 多樣化學生群體不斷增加的大學, 就機構對跨學科合作支持 的重要性提出了建議。.
Keywords Integrating language and content . Interdisciplinary collaboration . Higher
education in Canada . Power dynamics 關鍵詞: 學科內容和語言整合教學 . 跨學科合作 . 加拿大高等教育 . 權力動態平衡
Introduction Content and Language Integrated Learning (CLIL) is an approach to language education that has enjoyed growing interest among researchers and practitioners in many parts of the world in recent decades [4, 33, 39]. CLIL is an important linguisti
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