Student-teachers’ understanding of language teaching through the CLIL Language Triptych

Dario Luis Banegas, Philip Montgomery, Nina Raud

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

Abstract
Background
Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull.
Aim
This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement.
Sample
The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina.
Method
Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews.
Results
Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a program
Original languageEnglish
Article number102044
Pages (from-to)1-9
Number of pages9
JournalLearning and Instruction
Volume95
Early online date29 Oct 2024
DOIs
Publication statusPublished - Feb 2025

Keywords / Materials (for Non-textual outputs)

  • CLIL
  • teacher education
  • language awareness
  • systemic functional linguistics
  • language triptych

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