Developing my theory of practice as a teacher-researcher through a case-study of CLIL classroom interaction

Research by the Nuffield Foundation (2000) suggests that the teaching and learning of Modern Foreign Languages (MFL) in English secondary schools is in crisis. At the same time, some schools are implementing initiatives intended to raise the status and the quality of MFL learning. One such school is the College du Pare [fictitious name] where in September 1998 the Bilingual Foundation Course (BFC) was introduced. In the BFC, non-linguistic subjects (English, History, Geography, Religious Education and Pastoral and Social Education) were taught to 3 out of 6, Year 7 classes (11-12 year olds) through French. From September 1998 until July 2000, I was one of the teachers in the BFC and conducted my research for this thesis by developing my theory of practice through case study. The data served as the basis for my understanding of CLIL classroom interaction. In order to present my research framework, I illustrate in Chapters 1-2 how I have come to consider the key features of my theory of practice (van Lier, 1994, 1996) as being meaningful, focused and pragmatic. In Chapters 3-4, I describe my theory of practice of CLIL classroom interaction by jointly examining CLIL theories and my classroom practices. This allows me to develop a 'support and challenges' framework, which leads to learners' noticing and 'performance' in the foreign language. On the basis of my research, I re-examine my arguments in Chapter 5 based on my two main findings: - I suggest that CLIL makes (foreign) language use visible: CLIL allows both the teacher and the learners to become aware of their language use. - I relate this argument to the current situation for MFL teaching and learning in English secondary schools which then leads me to reconsider theory of practice in general. NB. This ethesis has been created by scanning the typescript original and may contain inaccuracies. In case of difficulty, please refer to the original text

Developing my theory of practice as a teacher-researcher through a case-study of CLIL classroom interaction

Research by the Nuffield Foundation (2000) suggests that the teaching and learning of Modern Foreign Languages (MFL) in English secondary schools is in crisis. At the same time, some schools are implementing initiatives intended to raise the status and the quality of MFL learning. One such school is the College du Pare [fictitious name] where in September 1998 the Bilingual Foundation Course (BFC) was introduced. In the BFC, non-linguistic subjects (English, History, Geography, Religious Education and Pastoral and Social Education) were taught to 3 out of 6, Year 7 classes (11-12 year olds) through French. From September 1998 until July 2000, I was one of the teachers in the BFC and conducted my research for this thesis by developing my theory of practice through case study. The data served as the basis for my understanding of CLIL classroom interaction. In order to present my research framework, I illustrate in Chapters 1-2 how I have come to consider the key features of my theory of practice (van Lier, 1994, 1996) as being meaningful, focused and pragmatic. In Chapters 3-4, I describe my theory of practice of CLIL classroom interaction by jointly examining CLIL theories and my classroom practices. This allows me to develop a 'support and challenges' framework, which leads to learners' noticing and 'performance' in the foreign language. On the basis of my research, I re-examine my arguments in Chapter 5 based on my two main findings: - I suggest that CLIL makes (foreign) language use visible: CLIL allows both the teacher and the learners to become aware of their language use. - I relate this argument to the current situation for MFL teaching and learning in English secondary schools which then leads me to reconsider theory of practice in general. NB. This ethesis has been created by scanning the typescript original and may contain inaccuracies. In case of difficulty, please refer to the original text

Developing my theory of practice as a teacher researcher through a case study of CLIL classroom interaction

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‘Video Conferencing for Opening Classroom Doors in Initial Teacher Education: Sociocultural Processes of Mimicking and Improvisation’

In this article, we present an alternative framework for conceptualising video-conferencing uses in initial teacher education and in Higher Education (HE) more generally. This alternative framework takes into account the existing models in the field, but – based on a set of interviews conducted with teacher trainees and wider analysis of the related literature – we suggest that there is a need to add to existing models the notions of ‘mimicking’ (copying practice) and improvisation (unplanned and spontaneous personal learning moments). These two notions are considered to be vital, as they remain valid throughout teachers’ careers and constitute key affordances of video-conferencing uses in HE. In particular, we argue that improvisational processes can be considered as key for developing professional practice and lifelong learning and that video-conferencing uses in initial teacher education can contribute to an understanding of training and learning processes. Current conceptualisations of video conferencing as suggested by Coyle (2004) and Marsh et al. (2009) remain valid, but also are limited in their scope with respect to focusing predominantly on pragmatic and instrumental teacher-training issues. Our article suggests that the theoretical conceptualisations of video conferencing should be expanded to include elements of mimicking and ultimately improvisation. This allows us to consider not just etic aspects of practice, but equally emic practices and related personal professional development. We locate these arguments more widely in a sociocultural-theory framework, as it enables us to describe interactions in dialectical rather than dichotomous terms (Lantolf & Poehner, 2008)

Video Conferencing for Opening Classroom Doors in Initial Teacher Education: Sociocultural Processes of Mimicking and Improvisation

In this article, we present an alternative framework for conceptualising video-conferencing uses in initial teacher education and in Higher Education (HE) more generally. This alternative framework takes into account the existing models in the field, but – based on a set of interviews conducted with teacher trainees and wider analysis of the related literature – we suggest that there is a need to add to existing models the notions of ‘mimicking’ (copying practice) and improvisation (unplanned and spontaneous personal learning moments). These two notions are considered to be vital, as they remain valid throughout teachers’ careers and constitute key affordances of video-conferencing uses in HE. In particular, we argue that improvisational processes can be considered as key for developing professional practice and lifelong learning and that video-conferencing uses in initial teacher education can contribute to an understanding of training and learning processes. Current conceptualisations of video conferencing as suggested by Coyle (2004) and Marsh et al. (2009) remain valid, but also are limited in their scope with respect to focusing predominantly on pragmatic and instrumental teacher-training issues. Our article suggests that the theoretical conceptualisations of video conferencing should be expanded to include elements of mimicking and ultimately improvisation. This allows us to consider not just etic aspects of practice, but equally emic practices and related personal professional development. We locate these arguments more widely in a sociocultural-theory framework, as it enables us to describe interactions in dialectical rather than dichotomous terms (Lantolf & Poehner, 2008)