Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts
- PDF / 521,129 Bytes
- 18 Pages / 439.37 x 666.142 pts Page_size
- 64 Downloads / 230 Views
Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts 連結意識形態與意識 : 學科內容和語言整合學習背景下的批 判性多語言意識 Kristen Lindahl 1 Received: 21 August 2019 / Revised: 23 March 2020 / Accepted: 23 April 2020 # National Taiwan Normal University 2020
Abstract A fundamental influence on content and language integrated learning (CLIL) is how aware educators are of how language is used (educator as User), how language works as a system (educator as Analyst), and how language is taught (educator as Teacher); these three combined comprise a construct referred to as Teacher Language Awareness (TLA; [3, 4, 15]). The current study extends TLA to include socio-historical factors and multilingualism via Critical Multilingual Awareness (CMLA; [21]). Using CMLA as a theoretical framework, the study explores the ways in which CLIL educators (N = 53) in a US public school dual language immersion program responded when prompted to analyze student utterances and in what ways language ideologies emerged in the same CLIL educators’ responses. A survey was implemented to collect educator responses, and qualitative data were analyzed via constant comparative coding and thematic analysis [48]. Findings indicate a range of educator responses with regard to CMLA, as well as articulated trends that reveal ideologies of language standardization and prioritization of varieties that could be considered more “academic” in nature. Implications include a potential need for increased CMLA awareness in CLIL contexts and further investigation into the connections between articulated ideologies and educator practices. 摘要 影響學科內容和語言整合學習(CLIL)實施的根本在於教育者對語言如何使用(教育者作為使 用者), 語言如何作為系統運作(教育者作為分析者)和 語言如何傳授(教育者作為教師)的意識˳ 這三者結合起來構成了一個稱為教師語言意識的框架 (TLA; Andrews, 2007; Andrews & Lin, 2017; Edge, 1988)˳ 本研究透過批判性多語言意識框架(CMLA; García, 2017), 拓展 TLA涵蓋的面向, 加入了社會歷史因素和多語言文化兩個面向˳ 本 研究以CMLA為理論框
* Kristen Lindahl [email protected]
1
Department of Bicultural-Bilingual Studies, University of Texas at San Antonio, 1 UTSA Circle, San Antonio, TX 78249, USA
English Teaching & Learning
架, 探討了美國公立學校雙語沉浸式教學的課程中, 53名學科內容教師在被要求分析學生語言 表現時的回應, 並探究在 他們的回應中, 語言意識形態是以何種方式浮現出來˳ 本研究進行了 一項調查來收集教師的回應, 並通過不斷的編碼比較和主題分析來分析所 收集的定性資料 (Saldaña, 2013)˳ 調查結果揭示了教師一系列與CMLA相關的回應, 顯示了教師對於語言標 準化的認同, 與認為更具「學術」性 質的語言應被優先的意識形態˳ 本研究結果意味著, 在 CLIL背景下, 可能需要提高教師CMLA的意識, 同時需要進一步探究教師所闡述的意識 形 態與其實際教學之間的關聯
Keywords Teacher language awareness . Multilingual awareness . Content and language
integrated learning . Dual language . Language ideologies 關鍵詞 教師語言意識 . 多語意識 . 學科內容和語言整合學習 . 雙語 . 語言意識形態
Introduction Teacher Language Awareness How “aware” both language teachers and language learners are of language itself has long been a construct of study in English as a Foreign Language/English as an Additional Language (EFL/EAL) fields. With regard to language teachers, the construct has been operationalized as Teacher Language Awareness (TLA) [3, 5, 58]. TLA in this case is defined as “a label applied to research and teacher development activities that focuses on the interface between what teachers know,
Data Loading...
