Abstract
This chapter reports the findings of my empirical study of the effectiveness of a six-month professional development (PD) programme for content subject teachers in Hong Kong secondary schools. I first describe the design of the programme, which attempted to address the specific needs of CLIL teachers for various aspects, including an understanding of the rationale of CLIL, awareness of the role that language plays in construing content knowledge and pedagogical practices in CLIL classrooms.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Airey, J. (2012). I don't teach language. The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(1), 64–79.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.
Cammarata, L., & Haley, C. (2018). Integrated content, language, and literacy instruction in a Canadian French immersion context: A professional development journey. International Journal of Bilingual Education and Bilingualism, 21(3), 332–348.
Dalton-Puffer, C. (2007). Discourse in content-and-language-integrated learning (CLIL) classrooms. New York, Amsterdam: Benjamins.
de Graaff, R., Koopman, G. J., Anikina, Y., & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603–624.
Echevarria, J., Vogt, M. E., & Short, D. J. (2016). Making content comprehensible for English language learners: The SIOP Model (5th ed.). New York: Pearson.
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381–391.
Hoare, P. (2003). Effective teaching of Science through English in Hong Kong secondary schools. Unpublished doctoral thesis, The University of Hong Kong.
Kong, S., Hoare, P., & Chi, Y. P. (2011). Immersion education in China: Teachers’ perspectives. Frontiers of Education in China, 6(1), 68–91.
Lo, Y. Y. (2019). Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help? International Journal of Bilingual Education and Bilingualism, 22(7), 818–832.
Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins.
Macaro, E. (2001). Analysing student teachers’ codeswitching in foreign language classrooms: Theories and decision making. Modern Language Journal, 85(4), 531–48.
Opfer, V. D., Pedder, D. G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27(2), 443–453.
Rose, D. (2012). Reading to learn: Teacher resource books. Retrieved from http://www.readingtolearn.com.au/.
Rose, D., & Martin, J. R. (2012). Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney school. London: Equinox.
Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and Individual Differences, 21(3), 294–302.
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, Calif.: Sage Publications
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2020 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Lo, Y.Y. (2020). An Empirical Study on Professional Development Programmes for CLIL Teachers. In: Professional Development of CLIL Teachers. Springer, Singapore. https://doi.org/10.1007/978-981-15-2425-7_6
Download citation
DOI: https://doi.org/10.1007/978-981-15-2425-7_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-15-2424-0
Online ISBN: 978-981-15-2425-7
eBook Packages: EducationEducation (R0)