ENGLISH

The Psychological Experience of Integrating Content and Language

By Kyle Read Talbot (editor) , Marie-Theres Gruber (editor) , Rieko Nishida (editor)

Book information

Publisher
Multilingual Matters
Year
2021
ISBN
2020043608, 2020043609, 9781788924283, 9781788924290, 9781788924306, 9781788924313, 9781788924320
Language
english
Format
PDF
Filesize
1 MB (1478439 bytes)
Series
Psychology of Language Learning and Teaching Book 12
Edition
1
Pages
\327
Time added
2021-04-09 19:17:25

Description

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

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