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Teacher perceptions of teaching CLIL courses

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Standard

Teacher perceptions of teaching CLIL courses. / Niemelä, Nina; Jauni, Heidi.

Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015. ed. / Jennifer Valcke; Robert Wilkinson. Frankfurt : Peter Lang, 2017. p. 77-96.

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Harvard

Niemelä, N & Jauni, H 2017, Teacher perceptions of teaching CLIL courses. in J Valcke & R Wilkinson (eds), Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015. Peter Lang, Frankfurt, pp. 77-96, Integrating Content and Language in Higher Education, 1/01/00. https://doi.org/10.3726/978-3-653-07263-1

APA

Niemelä, N., & Jauni, H. (2017). Teacher perceptions of teaching CLIL courses. In J. Valcke, & R. Wilkinson (Eds.), Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015 (pp. 77-96). Frankfurt: Peter Lang. https://doi.org/10.3726/978-3-653-07263-1

Vancouver

Niemelä N, Jauni H. Teacher perceptions of teaching CLIL courses. In Valcke J, Wilkinson R, editors, Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015. Frankfurt: Peter Lang. 2017. p. 77-96 https://doi.org/10.3726/978-3-653-07263-1

Author

Niemelä, Nina ; Jauni, Heidi. / Teacher perceptions of teaching CLIL courses. Integrating Content and Language in Higher Education: Perspectives on Professional Practice. Selected Papers from the IV International Conference Integrating Content and Language in Higher Education 2015. editor / Jennifer Valcke ; Robert Wilkinson. Frankfurt : Peter Lang, 2017. pp. 77-96

Bibtex - Download

@inbook{ad167a88fdd2410180a712de55982231,
title = "Teacher perceptions of teaching CLIL courses",
abstract = "After various definitions and discussions about what CLIL / ICLHE is, there is a need to take a critical stance on the actual teaching practices teachers employ in (adjunct) CLIL classrooms in a higher education setting. We aim to contribute to a better understanding of teacher perceptions of teaching CLIL courses, which can lead to a better ability in identifying staff training needs. Based on a questionnaire and small-scale interview, we give the voice to the teachers to describe their current teaching from the ICLHE point of view. Through thematic analysis we focus on the areas the interviews show as in need of development. These are identified based on how the teachers describe their own teaching. The results report similarities, but also differences, between the responses to questionnaire items and interview answers on the same topics. There is a need for a deeper understanding of the pedagogical and didactic differences between CLIL teaching and subject-specific language teaching. The results show that these teachers would benefit from training focusing on the basic didactic practices of CLIL, and especially on the cognitive dimension in CLIL teaching. The results provide information from an adjunct CLIL context to researchers and serve as guide for future teacher development.",
author = "Nina Niemel{\"a} and Heidi Jauni",
year = "2017",
doi = "10.3726/978-3-653-07263-1",
language = "English",
isbn = "978-3-631-68126-8",
pages = "77--96",
editor = "Jennifer Valcke and Robert Wilkinson",
booktitle = "Integrating Content and Language in Higher Education",
publisher = "Peter Lang",
address = "Switzerland",

}

RIS (suitable for import to EndNote) - Download

TY - CHAP

T1 - Teacher perceptions of teaching CLIL courses

AU - Niemelä, Nina

AU - Jauni, Heidi

PY - 2017

Y1 - 2017

N2 - After various definitions and discussions about what CLIL / ICLHE is, there is a need to take a critical stance on the actual teaching practices teachers employ in (adjunct) CLIL classrooms in a higher education setting. We aim to contribute to a better understanding of teacher perceptions of teaching CLIL courses, which can lead to a better ability in identifying staff training needs. Based on a questionnaire and small-scale interview, we give the voice to the teachers to describe their current teaching from the ICLHE point of view. Through thematic analysis we focus on the areas the interviews show as in need of development. These are identified based on how the teachers describe their own teaching. The results report similarities, but also differences, between the responses to questionnaire items and interview answers on the same topics. There is a need for a deeper understanding of the pedagogical and didactic differences between CLIL teaching and subject-specific language teaching. The results show that these teachers would benefit from training focusing on the basic didactic practices of CLIL, and especially on the cognitive dimension in CLIL teaching. The results provide information from an adjunct CLIL context to researchers and serve as guide for future teacher development.

AB - After various definitions and discussions about what CLIL / ICLHE is, there is a need to take a critical stance on the actual teaching practices teachers employ in (adjunct) CLIL classrooms in a higher education setting. We aim to contribute to a better understanding of teacher perceptions of teaching CLIL courses, which can lead to a better ability in identifying staff training needs. Based on a questionnaire and small-scale interview, we give the voice to the teachers to describe their current teaching from the ICLHE point of view. Through thematic analysis we focus on the areas the interviews show as in need of development. These are identified based on how the teachers describe their own teaching. The results report similarities, but also differences, between the responses to questionnaire items and interview answers on the same topics. There is a need for a deeper understanding of the pedagogical and didactic differences between CLIL teaching and subject-specific language teaching. The results show that these teachers would benefit from training focusing on the basic didactic practices of CLIL, and especially on the cognitive dimension in CLIL teaching. The results provide information from an adjunct CLIL context to researchers and serve as guide for future teacher development.

U2 - 10.3726/978-3-653-07263-1

DO - 10.3726/978-3-653-07263-1

M3 - Chapter

SN - 978-3-631-68126-8

SP - 77

EP - 96

BT - Integrating Content and Language in Higher Education

A2 - Valcke, Jennifer

A2 - Wilkinson, Robert

PB - Peter Lang

CY - Frankfurt

ER -