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“We are not the language police”: comparing multilingual EMI programmes in Europe and Asia
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia ...
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Abstract:
CLIL is one of the most dynamic pedagogic trends in language teaching in Europe and yet, the enthusiasm with which this innovation is implemented by stakeholders and “made a success” is not fully understood. In this paper we argue for an investigation of CLIL implementation as a form of extended language policy (Spolsky 2004), which relates language management, practice and beliefs, and so expands the notion of policy well beyond top-down legislation. In this contribution, the suggested centrality of beliefs to CLIL policy analysis will be shown by a detailed investigation into the lay theories of teachers and learners involved in CLIL instruction in Austrian upper secondary colleges of technology, which traditionally attract students considered as relatively unsuccessful foreign language learners. The data consist of 48 in-depth interviews with teachers and students in this setting, covering a range of teacher specialisations and of student abilities. The discursive and content analysis of these interviews shows clear clusters of beliefs relating to language learning, the effects and benefits of CLIL and to the construction of success regarding CLIL. Findings suggest that the strength of beliefs and the relative absence of language management result in a construction of CLIL and of CLIL success that is partly at odds with those of experts or policy makers, but which is linked directly to local CLIL practices. Issues arising of these mismatches are discussed
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URL: https://eprints.soton.ac.uk/386203/
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“Without English this is just not possible…”: studies of language policy and practice in international universities from Europe and Asia
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University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings
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Communicative purpose in student genres: evidence from authors and texts
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Agreeing to disagree: ‘doing disagreement’ in assessed oral L2 interactions
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The power of beliefs: lay theories and their influence on the implementation of CLIL programmes
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Theory and Practice in EFL Teacher Education: Bridging the Gap
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Book review.Content and foreign language integrated learning: contributions to multilingualism in European contexts
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A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction
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Fluent speakers – fluent interactions: on the creation of (co)-fluency in English as a lingua franca
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ESP teacher education at the interface of theory and practice: introducing a model of mediated corpus-based genre analysis
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