CLIL and SIOP: An Effective Partnership?

Autor/in	Bárcena-Toyos, Patricia
Titel	CLIL and SIOP: An Effective Partnership?
Quelle	In: International Multilingual Research Journal, 17 (2023) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bárcena-Toyos, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2022.2075191
Schlagwörter	Content and Language Integrated Learning; Classroom Observation Techniques; Case Studies; Teacher Attitudes; Teacher Workshops; Academic Language; Metalinguistics; Faculty Development; Second Language Learning; Second Language Instruction; Educational Needs; Teacher Characteristics; Teaching Methods; Bilingual Education Programs; French; Spanish; Language of Instruction; History Instruction; High School Teachers; Geography Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? CLIL; Lernkonzept; Case study; Fallstudie; Case Study; Lehrerverhalten; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Metalanguage; Metasprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Educational need; Bildungsbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Spanisch; Teaching language; Unterrichtssprache; History lessons; Geschichtsunterricht; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Geography education; Geography lessons; Geografieunterricht; Ausland; Spanien
Abstract	This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers' methodological needs to integrate content and language. The study also analyzes teachers' receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the integration of content and language. It follows case study methodology and draws on thematic analysis to examine data collected from teacher interviews, questionnaires and observations of the training workshop. Findings showed that one of teachers' main difficulties was their lack of academic language awareness, and it is concluded that extensive professional development training drawing on some of the principles behind SIOP could assist CLIL teachers to integrate language in content classes. Teachers' receptiveness of using the SIOP concludes its suitability as a PD training to help non-language specialist teachers systematically plan for language in their content classes. However, adaptations of the Model are suggested to adjust to CLIL contexts and teachers' needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01