Research into practice:CLIL in South America

This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: Teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable

Understanding the impact of teaching systemic functional grammar in initial English language teacher education

The role of systemic functional grammar (SFG) is usually investigated in postgraduate courses and in-service programmes with experienced teachers. In contrast, this study examines the impact of SFG on student-teachers’ professional development in a pre-service second language teacher education programme in Argentina. Framed in teacher research and ecological perspectives, a tutor examined the perceptions of a group of student-teachers during the course of an academic year in a mandatory SFG module which favoured content and language integrated learning (CLIL) and metalinguistic knowledge. Data were collected through student-teachers’ evaluations, summaries of group discussions, coursework samples, and whole class discussions as inherent parts of the module dynamics. Student-teachers’ perceptions indicated that SFG had a positive effect on content knowledge and pedagogical content knowledge

'I want to make the invisible visible' : teacher motivation in Argentinian prison education

Prison education seems underrepresented in education, learning, and teaching journals and edited collections. As a teacher of English as a foreign language in Argentina, I decided to explore English language teaching (ELT) through a focus on teacher motivation in prisons. Based on the two experiences reported in this chapter, social motivation and collaborative actions may help teachers involved in prison education and other less favoured settings perceive themselves as active contributors to the dynamics of social participation. Teachers may feel motivated to work under difficult circumstances when their drive to work for the common good, sense of citizenship, collaboration, and social responsibility are so high that challenges are perceived as new opportunities for professional but, above all, personal development

Towards understanding EFL teachers’ conceptions of research:Findings from Argentina

This paper investigates the conceptions of research held by English as a foreign language teachers in Argentina. Quantitative data from 622 participants from an online questionnaire were followed by qualitative data from online interviews with 40 of those participants. Results show that the teachers conceptualised research through conventional notions closer to a quantitative paradigm. They felt research was not part of their job, and a lack of time was the main reason for not engaging in/with research. Teacher development, agency, empowerment, and autonomy could be sought by engaging teachers with forms of research which are meaningful to them, such as action research

ELT through videoconferencing in primary schools in Uruguay : first steps

Plan Ceibal is an interinstitutional undertaking which has distributed XO laptops and Internet connectivity among primary school learners and teachers across Uruguay and developed a wide range of educational programmes. Ceibal administration believes that it is imperative to introduce English as a Foreign Language in primary education through the use of new modes of teaching which incorporate the OLPC XO laptop as a tool for learning engagement and democratisation. Uruguay has secured funds for a project based on blended learning which integrates remote teaching through videoconferencing, the use of a learning management system, and professional development. Plan Ceibal seeks to demonstrate that lessons delivered by remote teachers via videoconferencing with support from classroom teachers (CTs) with very limited or no command of English can facilitate successful learning outcomes in learners and CTs. In this article, I describe the pilot phase of this project which aims at delivering 5000 remote lessons by 2015

Teacher educators' funds of knowledge for the preparation of future teachers

The aim of this qualitative study is to examine the funds of knowledge that a group of teacher educators draw on as means of professional development and quality provision. The study was carried out with 13 teacher educators working at a pre-service English language teacher education (ELTE) programme in Argentina. Data were collected between 2014 and 2019 by means of interviews and an arts-based form instrument called significant circle. Findings show that the teacher educators deployed a wide range of individual-based as well as community-based funds of knowledge to enhance their knowledge of English language teaching and evidence-based practice. Based on the findings, a taxonomy is proposed to understand teacher educators’ funds of knowledge

Exploring perceptions of curriculum change in initial English language teacher education:A case in Argentina

With the implementation of a new national law of education in Argentina, the theoretical underpinnings, structure, and the knowledge base for initial teacher education has started to be transformed. In the province of Chubut, southern Argentina, 2014 was devoted to the delineation of new jurisdictional programmes (Banegas, 2014), and 2015 was the year of implementing such programmes. In this paper I examine the perceptions of a group of students at an initial English language teacher education (IELTE) programme who decided to transfer from their 2013 cohort to the 2015 cohort under the new programme. I also examine teacher educators’ perceptions of the new programme. Through both students and teacher educators’ views, I compare and contrast strengths, weaknesses and challenges of the changes introduced in IELTE in my contex

CLIL and comprehensive sexual education : a case of innovation from Argentina

Social issues are believed to enrich English language teaching with meaningful topics. In this article we describe and reflect on an innovative practice which combined content and language integrated learning with comprehensive sexual education at a state secondary school in Argentina. By law, comprehensive sexual education must be included across the Argentinian curriculum and English language learning cannot be the exception. Therefore, we designed and implemented a collaborative-driven innovation that allowed learners to learn English and comprehensive sexual education with a focus on authentic materials, purposes, and tasks. The innovation was developed over a month and it involved learners delivering presentations on comprehensive sexual education topics. Reflections on the effect of the innovation and possible future directions are included

Language curriculum transformation and motivation through action research

This article describes part of a larger action research study carried out in 2018 with secondary school learners and teachers of English in southern Argentina. The study was guided by two aims: (1) improving English language learner motivation, and (2) transforming the English as a foreign language (EFL) curriculum through teacher and learner engagement. The project also sought to help teachers develop professionally and exercise they agency as curriculum makers and developers through the support of teacher research. The study involved the participation of 920 learners in the design and implementation of EFL lessons which responded to their beliefs, expectations, and experiences. Data were collected through a survey, group and individual interviews, reflective journals, and whole class discussions. Drawing on thematic analysis and descriptive statistics, findings also show that learners moved from demotivation to motivation as they noted that they could contribute to curriculum enactment and transformation through active participation in teachers’ pedagogical decisions. Findings also reveal that the enactment of a contextresponsive and bottom-up curriculum led to motivational synergy, and teachers’ agency enhancement through collaborative lesson planning, materials development, and research engagement for professional development. However, teachers experienced lack of confidence regarding teacher-made materials