Multiple Roles of Language Teachers in Supporting CLIL
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Multiple Roles of Language Teachers in Supporting CLIL 英語教師在學科內容和語言整合教學中的多重角色 Hoe Kyeung Kim 1 & Soyoung Lee 2 Received: 18 July 2019 / Revised: 30 January 2020 / Accepted: 10 March 2020 # National Taiwan Normal University 2020
Abstract Content and language integrated instruction (CLIL) has been adopted in higher education as part of globalization. Most concerns center on students’ low English proficiency and content teachers’ readiness. The lack of discussion on English teachers’ views and experiences of CLIL programs calls for examining language teachers’ role in supporting the programs. This study looks into the content-specialized English program implemented by a Korean university, under the government-supported initiative for campus internationalization. This study explores English language teachers’ beliefs and practices while developing and executing a new specialized curriculum. Both a native and a non-native instructor participated in the study. The data were collected through in-depth interviews and classroom observations. The findings revealed that both participants experienced initial resistance to the change due to their beliefs in language teaching and content specialization. Through much negotiation process, their focus of language teaching was integrated with CLIL objectives gradually. We argue that language teachers’ resistance and negotiation process during the implementation of the curriculum reflect both their beliefs about language teaching and students’ needs. The findings of the study highlight the recognition of teachers’ agency in curriculum development, instructional adjustment, teacher collaboration, and the need for professional development.
* Hoe Kyeung Kim [email protected]
1
Binghamton University, SUNY, Binghamton, NY, USA
2
Ewha Womans University, Seoul, South Korea
English Teaching & Learning
摘要 作為達成全球化的一環,學科內容和語言整合教學(CLIL)已被廣泛採用於高等教育中。然 而,在執行上的問題仍主要聚焦於學生英語程度的低下以及學科內容教師的意願程度。由於 缺乏關於英語教師對CLIL的看法和具體執行CLIL經驗的討論,因此有必要探討英語教師在 CLIL執行中所扮演的角色。本研究針對在政府支持的校園國際化倡議下,韓國一所大學所實 施的專業內容與英語整合課程進行探究。本研究探究了在開發和執行新的專業內容與英語整 合課程的過程中,英語教師的信念和課堂實踐。通過深度訪談和課堂觀察,本研究基以一位母 語教師和一位非母語教師收集了研究資料 。 結果顯示 , 基於對英語教學和內容專業化的信 念,兩位教師都表示對於課程的改變,最初是抵制的。通過大量的協商與討論,他們的教學重點 才逐漸與CLIL的目標重合。本研究認為,英語教師在課程實施過程中的抵制和協商過程反映 了他們對英語教學的信念和學生的需求 。 本研究結果強調了教師在課程開發 、 教學調 整、教師合作以及專業發展需求方面的能動力。
Keywords ESP . CLIL . EMI in Korea 關鍵詞 專業英文
. 學科內容和語言整合教學 . 韓國專業課程英語授課
Introduction With a dual focus on developing learners’ content knowledge via the instruction of English, content language integrated learning (CLIL1) has gained increasing interest as a way to balance both content and language development. While CLIL is a more common term in Europe (e.g., [3, 11, 35]), English-medium instruction (EMI) has gained its popularity in Asia. A trend of EMI in Asian universities, such as South Korea [2] or Vietnam [33], has derived from two major reasons i.e., globalization and a competitive market in higher education. To attract international students, several universities in Asian countries have implemented EMI and English for Specific Pu
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