Banegas, Dario Luis (2015) Sharing views of CLIL lesson planning in Language Teacher Education. Latin American Journal of Content and Language Integrated Learning, 8 (2). pp. 104-130. doi:10.5294/laclil.2015.8.2.3

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Abstract

Argentina seems to favour CLIL (content and language integrated learning) as a language-driven approach in secondary and higher education. In this paper, I investigate curriculum development and lesson planning based on trainees’ perceptions and lesson plans submitted to pass a module on Didactics as part of their formal initial English language teacher education. My aim is to compare what a group of trainees does in relation to the notion of CLIL as forward curriculum planning and the frameworks posited in the CLIL literature. My theoretical framework is guided by the concept of didactic transposition applied to CLIL and the literature on CLIL lessons plans drawing on teachers’ voices through their plans. In this paper I discuss how language-driven CLIL was envisaged by a group of 47 trainees enrolled in a teacher education course in southern Argentina. Data emerged from a survey and lesson plans aimed at secondary-school learners for whom English was usually taught two hours a week. Results show that language-driven CLIL follows forward design; it focuses more on content than on explicit knowledge of the language, and it is aimed at revising language with older learners.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Faculty of Social Sciences > Centre for Applied Linguistics
Library of Congress Subject Headings (LCSH):	Language and languages -- Study and teaching, Language teachers -- Training of
Journal or Publication Title:	Latin American Journal of Content and Language Integrated Learning
Publisher:	Universidad de La Sabana
ISSN:	2011-6721
Official Date:	November 2015
Dates:	Date Event November 2015 UNSPECIFIED
Volume:	8
Number:	2
Number of Pages:	27
Page Range:	pp. 104-130
DOI:	10.5294/laclil.2015.8.2.3
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Open Access

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