Description
Book SynopsisThis 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.
Trade ReviewThis 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 book’s 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 *
Table of ContentsTables and Figures
External Reviewers
Abbreviations
Contributors
Acknowledgments
Chapter 1. Kyle Read Talbot and Marie-Theres Gruber: Introduction
Chapter 2. Sotiria Pappa: Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland
Chapter 3. Jun Jin, Kyle Read Talbot and Sarah Mercer: EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education
Chapter 4. Anssi Roiha and Katja Mäntylä: CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student’s Life Course
Chapter 5. Nihat Polat and Laura Mahalingappa : Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example
Chapter 6. Christiane Dalton-Puffer, Julia Hüttner and Ute Smit: From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape
Chapter 7. Ruth Milla and María del Pilar García Mayo: Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers' Practices in CLIL and EFL
Chapter 8. Emma Dafouz: ‘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
Chapter 9. Kyle Read Talbot, Marie-Theres Gruber, Anita Lämmerer, Nicole Hofstadler and Sarah Mercer: Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria
Chapter 10. Antonio Jimenez-Munoz: ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service
Chapter 11. Erwin M. Gierlinger: L2 Confidence in CLIL Teaching: A Tale of Two Teachers
Chapter 12. Nia Mererid Parry and Enlli Môn Thomas: Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales
Chapter 13. Victor Arshad and Roy Lyster: Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content
Chapter 14. Rieko Nishida: A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Communication Competency and Classroom Dynamics on Soft-CLIL
Chapter 15. Darío Luis Banegas and Richard Pinner: Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina
Chapter 16. Kyle Read Talbot and Marie-Theres Gruber: Conclusion: Challenges, Opportunities, Implications and Future Directions
Index
