ABSTRACT

This study investigates subject teachers’ practical knowledge and teaching behaviour regarding integrated language teaching in the context of vocational education. The emphasis was on the nature of teachers’ subject-specific language awareness and how they enact this awareness in their teaching practice. For this purpose, teachers in vocational education were interviewed and observed while teaching. The results reveal that teachers differ in their subject-specific language awareness. Some teachers are unaware of the relation between language and learning, while others are aware of this relation and feel responsible towards their students’ language proficiency. Teachers who feel this responsibility stimulate students’ active language use and use more advanced interaction strategies to promote students’ higher cognitive thinking. The results of this study indicate that raising subject teachers’ language awareness needs to be part of activities for teacher professional development.

摘要

本研究探讨了职业教育背景下学科教师关于综合语言教学的实践知识和教学行为。重点是教师对特定学科的语言意识的性质以及他们如何在教学实践中体现这种意识。为此，在教学过程中对职业教育的教师进行了采访和观察。结果表明，教师在特定学科的语言意识上存在差异。一些教师不了解语言与学习之间的关系，而另一些教师则意识到这种关系并对学生的语言能力负责。感到这种责任感的教师会激发学生积极使用语言，并使用更高级的互动策略来促进学生更高的认知能力。