This study investigates how pre-service Teachers of English in Bilingual Streams’ (TEBs) perceptions of plurilingualism are elicited through carrying out small-scale research with learners. It builds on previous studies showing positive relations between teacher education and shifts in pre-service teachers’ predispositions towards plurilingual education, particularly when opportunities for critical reflection on the interplay between course- and field work is emphasised. TEBs (N=6) were introduced to visual and spoken data collection methods consisting of language mapping and focus group interviews during coursework and administered these during fieldwork. Spoken and written research reports were analysed deductively using language ideologies adapted from Ricklefs (2023). Results show all participants have a positive disposition to plurilingualism on completion of the course and fieldwork, particularly in relation to valuing plurilingualism as a potential resource in CLIL. Implementing multimodal research methods makes linguistic variation visible and draws out learner experiences. This helps TEBs make connections between their own beliefs and experiences, and those articulated by their learners and in their placement schools. This approach builds on the dynamic nature of the interaction between teacher beliefs and practices and confirms that critical reflection can play a key role in shaping TEBs’ dispositions towards plurilingualism and plurilingual pedagogies.
In bilingual streams in the Netherlands, school subjects are taught in an additional language so that pupils learn both subject content and the target language by using language meaningfully. Teachers of English in bilingual streams (TEBs) are often expected to collaborate with subject teacher colleagues (STs). In addition, they teach separate language lessons. This provides TEBs with specific challenges. This article reports on a focus group (FG) study exploring the extent to which the ideals of stakeholders in bilingual schools in the Netherlands reflect the literature on this topic, using a frame of reference developed for this purpose (Dale, Oostdam & Verspoor, 2017). Five FGs were held with TEBs and STs from Dutch schools in the network for bilingual education and with members of the network’s quality assurance panels. Each FG consisted of between three and six participants with a similar role in bilingual education; audit panel chairpersons, audit panel secretaries and STs and TEBs from different schools. Participants were asked to discuss what an ideal English teacher would do in English lessons and in cooperation with subject colleagues. Data consists of five transcripts of the FG discussions. On the basis of inductive and deductive analyses (using MaxQDA), the ideals of stakeholders are positioned in the framework to explore to what extent different types of stakeholders have complementary or conflicting views. The findings suggest that stakeholders need to develop more shared understandings and a shared language to allow TEBs to realise their ambitions. References Dale, L., Oostdam, R., & Verspoor, M. (2017). Searching for identity and focus: Towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism, doi:10.1080/13670050.2017.1383351
MULTIFILE
Research into how and why language teachers use literature as content is presented to explore one aspect of various pedagogical and collaborative practices open to language teachers in CLIL contexts. Language teachers’ beliefs and practices are examined based on a literature review, focus group study, survey, and multiple-case study.The question how and why language teachers shape practices using literature as content is considered, drawing on research into the pedagogical and collaborative practices of language teachers in CLIL contexts. The presentation brings together findings from a literature review, focus group study, survey, and multiple-case study to exemplify and explain the practices of language teachers in CLIL who turn to literature as their content. A dynamic framework for locating and explicating the pedagogical and collaborative practices of language teachers in CLIL contexts (Dale, Oostdam, & Verspoor, 2017) derived from a literature review is presented. The views of different stakeholders in CLIL in the Netherlands in relation to the teaching of literature, based on a focus group study are discussed (Dale, Oostdam, & Verspoor, 2018a). The findings of a survey into the stated beliefs and practices of Teachers of English in Bilingual Streams (TEBs) in the Netherlands with regard to the teaching of literature (Dale, Oostdam, & Verspoor, 2018b) are presented. Two case descriptions representing prototypical practices of language teachers taking literature as content are introduced (Dale, Oostdam, & Verspoor, submitted). ]
