ABSTRACT

The term ‘CLIL’ has been used in Australia for over a decade, and the approach has helped to invigorate languages education in both primary and secondary schools. In particular, the flexibility of CLIL has led to a range of teachers accessing CLIL training: from teachers in structured programs where schools have committed to organisational change, to teachers driving initiatives where schools have accepted, but not substantially committed to, initiatives. However, although the flexibility has helped more teachers and schools experiment with putting a target language across the curriculum, we propose that the significant role context plays in the implementation of CLIL has implications both for teacher training and for ways in which languages (the target language and the dominant language) are used in the classroom. To illustrate this, we draw on data we collected from six different qualitative studies investigating a total of five primary schools and four secondary schools across the two Australian states of New South Wales and Victoria.

摘要

“CLIL”这个词在澳大利亚已经使用了十多年，这种方法有助于激发小学和中学的语言教育。尤其是，CLIL 的灵活性导致了一系列教师接受 CLIL 培训：从学校致力于组织变革的结构化课程的教师，到学校已经接受但并未实质性承诺倡议的教师推动倡议。然而，尽管灵活性帮助更多教师和学校尝试将目标语言纳入课程，但我们认为，在实施 CLIL 中，语境发挥的重要作用对教师培训和语言（目标语言）的方式都有影响。和主导语言）在课堂上使用。为了说明这一点，