ABSTRACT

This study aims to characterise teachers’ integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers’ pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer’s Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers’ integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching.

摘要

这项研究旨在表征教师在荷兰双语高中中教授以技能为中心的学科“全球视野”（GP）的综合内容语言学习方法。来自荷兰七所双语学校的11名老师参加了2016-2017学年的研究。为了深入了解教师的教学方法，我们使用了半结构化访谈和GP课程的观察。Dalton Puffer的认知话语功能（CDF）构造[（2013）。认知话语功能的构建，用于概念化CLIL和多语言教育中的内容-语言集成。欧洲应用语言学杂志，1（2），216–253。https://doi.org/10.1515/eujal-2013-0011]，结合对特定学科文化的关注，被用作一种启发式方法来分析教师的综合内容语言教学法。主要发现包括参与学校有三个不同的目标课程重点，并且在其中确定了五种不同类型的综合内容语言学习方法。讨论的主要含义是，专注于特定学科的文化并使用CDF构造是一种有用的启发式方法，可以分析教师的综合内容语言教学法，并且还可以为职前和在职教师提供有用的框架在CLIL环境中强调CLIL教学的综合性质。