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E-raamat: Psychological Experience of Integrating Content and Language

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Psychological Experience of Integrating Content and LanguageSuurem pilt
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This book brings together a diverse range of empirical chapters spanning various contexts and educational levels which explore the psychology of teaching and learning a subject through a second or other language. The chapters discuss both the psychological stressors and strains for learners and teachers, as well as the benefits and joys of being involved in such programmes. The studies encompass a range of areas, such as Content and Language Integrated Learning (CLIL), Foreign Language Medium of Instruction (FMI), bilingual education and other related approaches to integrating content and language. They feature a variety of psychological constructs, including identity, self-confidence, motivation, self-concept, teacher and learner beliefs, affect, anxiety, stress, mindsets, attributions and well-being, from the perspectives of both teachers and learners. This book is essential reading for anyone interested in ensuring that teachers and students are properly supported and that their experiences of integrated content and language settings enable them to flourish.

Arvustused

This outstanding volume focusing on the psychologies of teachers and learners is a timely addition to the study of the integration of content and language. The illuminating insights in this collection highlight the importance of psychological experiences and have far-reaching implications for research, professional development and teachers practice. * Jasone Cenoz, University of the Basque Country, Spain * This volume puts a genuine and legitimate focus on the emotional rollercoaster teachers ride in Instructed Content and Language (ICL) programs. The lively portraits invite the reader to discover and reflect on the multifaceted, challenging and stimulating aspects of teaching and learning through ICL, confronting beliefs and practices, oscillating identities and expectations, implementation and well-being. A comprehensive and inspiring book. * Laurence Mettewie, University of Namur, Belgium * The books broad scope makes it a very useful source of information for researchers, policymakers and teacher

training courses designers. The book may also play a role as a valuable tool for career researchers who want to

explore different writing styles as well as become a friendly companion for CLIL and EFL content-rich teachers, both experienced and novice. -- Anastasia Lovtskaya, Universitat Autònoma De Barcelona, Spain * CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(1) * ...these essays are useful to those interested in incorporating gender issues into their classes in Japan insofar as they offer a good opportunity to glean best CLIL practices contextualized across a world-wide scale.  -- Susan Pavloska, Doshisha University, Japan * GALE Journal 2022 Vol. 14 *

Muu info

The first book specifically exploring the psychology of language learning within integrated content and language settings
Tables and Figures
vii
External Reviewers ix
Abbreviations xi
Contributors xv
Acknowledgments xxiii
1 Introduction
1(15)
Kyle Read Talbot
Marie-Theres Gruber
2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland
16(17)
Sotiria Pappa
3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education
33(22)
Jun Jin
Kyle Read Talbot
Sarah Mercer
4 CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student's Life Course
55(18)
Anssi Roiha
Katja Mdntyld
5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example
73(20)
Nihat Polat
Laura Mahalingappa
6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape
93(19)
Christiane Dalton-Puffer
Julia Hiittner
Ute Smit
7 Teachers' and Learners' Beliefs about Corrective Feedback Compared with Teachers' Practices in CLIL and EFL
112(21)
Ruth Milla
Maria del Pilar Garcia Mayo
8 `So, after a Week, I Became a Teacher of English': Physics Lecturers' Beliefs on the Integration of Content and Language in English-Medium Higher Education
133(20)
Emma Dafouz
9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria
153(21)
Kyle Read Talbot
Marie-Theres Gruber
Anita hammerer
Nicole Hofstadler
Sarah Mercer
10 `It Wasn't My Fault': Lecturers' Notes to Former Selves after Five Years of EMI Service
174(21)
Antonio Jimenez Muhoz
11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers
195(18)
Erwin M. Gierlinger
12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales
213(19)
Nia Mererid Parry
Enlli Mon Thomas
13 Professional Development in Action: Teachers' Experiences in Learning to Bridge Language and Content
232(18)
Victor Arshad
Roy Lyster
14 A Longitudinal Study of Japanese Tertiary Students' Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL
250(16)
Rieko Nishida
15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina
266(17)
Darto Luis Banegas
Richard S. Pinner
16 Conclusion: Challenges, Opportunities, Implications and Future Directions
283(16)
Kyle Read Talbot
Marie-Theres Gruber
Index 299
Kyle Read Talbot is a language teacher and researcher in Applied Linguistics. His current research and thinking interests include the psychology of language learning and teaching, bilingual and multilingual education, and applied complexity science.  





Marie-Theres Gruber works at the Private University College of Teacher Education Graz (KPH Graz). Her teaching and research interests are early foreign language learning, lesson planning and CLIL as well as progressive pedagogies (Jenaplan) and diversity management. She supports schools and individual teachers in initial and implementation phases of primary CLIL instruction and has been involved in different CLIL projects and CLIL in German material development for the Austrian language competence centre (ÖSZ).





Rieko Nishida is Associate Professor at Osaka University, Japan. Her research interests include educational psychology of second language learning in the Japanese context. She is especially interested in the influence of motivation and other psychological factors in language learning and also the effects of CLIL among university English learners in Japan.
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