Moving Beyond Vocabulary: EFL Preservice Teachers’ Challenges Integrating Content and Language

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dc.article.number115674
dc.contributor.authorBarahona M.
dc.contributor.authorHao Jing
dc.date.accessioned2024-05-15T08:00:34Z
dc.date.available2024-05-15T08:00:34Z
dc.date.issued2024
dc.description.abstract© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.
dc.description.funderChilean National Research and Development Agency
dc.description.funderFondecyt
dc.description.funderANID
dc.format.extent4 páginas
dc.fuente.origenScopus
dc.identifier.doi10.1007/978-3-031-52986-3_9
dc.identifier.eisbn978-1-108-59934-4
dc.identifier.eissn0716-0852
dc.identifier.isbn978-1-108-49901-9
dc.identifier.issn22133216 22133208
dc.identifier.scopusidSCOPUS_ID:85188884502
dc.identifier.urihttps://doi.org/10.1007/978-3-031-52986-3_9
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85662
dc.identifier.wosidWOS:000988632700003
dc.information.autorucFacultad de Letras; Hao Jing; S/I; 1099814
dc.issue.numero1
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final166
dc.pagina.inicio147
dc.publisherSpringer Science and Business Media B.V.
dc.relation.ispartofDialogo Andino
dc.revistaMultilingual Education
dc.rightsacceso restringido
dc.subjectCo-creation
dc.subjectCo-design
dc.subjectCollectivity
dc.subjectMemory
dc.subjectPublic space
dc.titleMoving Beyond Vocabulary: EFL Preservice Teachers’ Challenges Integrating Content and Language
dc.typecapítulo de libro
dc.volumen46
sipa.codpersvinculados1099814
sipa.indexScopus
sipa.trazabilidadCarga WOS-SCOPUS;15-05-2024
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