The Psychological Experience of Integrating Content and Language

Kyle Read Talbot, Marie-Theres Gruber, Rieko Nishida

• Publisher: Multilingual Matters
• Year: 2021
• Print ISBN: 9781788924283
• eBook ISBN: 9781788924313
• Topic: Langues et linguistique
• Subtopic: Politique d'éducation

This bookbrings together a diverse range of empirical chapters spanning various contexts and educational levelswhichexplore 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.

Table of contents

• Frontcover
• Title Page
• Copyright Page
• Contents
• Tables and Figures
• External Reviewers
• Abbreviations
• Contributors
• Acknowledgments
• 1 Introduction
• 2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland
• 3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education
• 4 CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student’s Life Course
• 5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example
• 6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape
• 7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL
• 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
• 9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria
• 10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service
• 11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers
• 12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales
• 13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content
• 14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL
• 15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina
• 16 Conclusion: Challenges, Opportunities, Implications and Future Directions