RT info:eu-repo/semantics/article
T1 An approach to CLIL teacher language awareness using the Language Triptychh
A1 Martín del Pozo, María Ángeles
K1 Higher education, teacher training, language awareness.
AB CLIL teacher training is one of the main challengingconcerns of both CLIL theorists andpractitioners. This paper aims to contribute to thefield by providing an example of a needs analysisfor CLIL teacher training regarding linguistic requirementsof teaching content subjects throughEnglish. The theoretical framework underlying thisproposal is the Language Triptych (Coyle et al.,2010) and the dichotomy BICS/CALP (Cummins,1984). Open questionnaires were administered tosix teachers involved in a bilingual degree at Universidadde Valladolid. Data were also gatheredfrom informal interviews. The references to linguisticissues present in their responses are classifiedaccording to the three elements of the LanguageTriptych (language of /for/ through learning) or theBICS/CALP distinction. Teachers show some basiclanguage awareness which can be perceivedin their reflections. The paper concludes with aproposal of linguistic contents which, accordingto the data analysed, seem to be appropriate forlanguage upskilling of those who are consideringcommencing CLIL.
PB Pulso
SN 1577-0338
YR 2016
FD 2016
LK https://uvadoc.uva.es/handle/10324/77339
UL https://uvadoc.uva.es/handle/10324/77339
LA eng
NO Martín del Pozo, María Ángeles (2016) An approach to CLIL teacher language awareness using the Language Triptychh, Pulso, 39,
DS UVaDOC
RD 04-sep-2025