Abstract
CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.References
Andrews, B.W., 1999. Side by side: Evaluating a partnership program in arts teachereducation. In: International Electronic Journal of Leadership, 3 (16). Available at: http://www.ucalgary.ca/-iejll/ (date of access: 19. 11. 2011)
Council of Europe, 2001. The Common European Framework of Reference for Languages. Cambridge: Cambridge University Press.
Eurydice, 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice European Unit.
Hall, R.E. 2001. Identity development across lifespan: a biracial model. The Social Science Journal, 38, 119-123.
Marsh, D., Marsland, B. (eds). 1999. Learning with Languages. A professional Development Programme for Introducing Content and Language Integrated Learning. Finland: University of Jyväskylä, 30-48.
Marsh, D., Maltjers, A., Hartiala, A. (eds), 2001. Profiling European CLIL Classrooms – Languages Open Doors. Finland: University of Jyväskylä, 78-91.
Papaja, K., 2010. A Qualitative Evaluation of Content and Language Integrated Learning (CLIL) in Secondary Education. Unpublished PhD thesis. Katowice: Institute of English, University of Silesia.
Whitty, G., 1996. Creating Quasi-Markets in Education: A review of recent research on Parental choice and school autonomy in three countries. Review of Research in Education, 22, 89-95.
Wolff, D., 2003. Content and language integrated learning: a framework for the development of learner autonomy. In: Little, D., Ridley, J., Ushioda E. (eds). Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment, 211-222. Dublin: Authentik, 211-222.
Wolff, D., 2005. Content and Language Integrated Learning. Handbook of Applied Linguistics [HAL], Vol. 5,
Chapter 21, 1-22.
License
Authors
Authors of texts accepted for publication in Glottodidactica are required to complete, sign and return to the Editorial team’s office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of the texts published in Glottodidactica grant Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to the free disposal of the work.
Users
Interested Internet users are entitled to use works that have been published in Glottodidactica since 2016, under the following conditions:
▪ attribution – obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
▪ no derivatives – the work must be preserved in its original form. Without the author's consent, it is not possible to distribute the modified work in the form of translations, publications, etc.
Copyrights are reserved for all texts published before 2016.
Miscellaneous
Adam Mickiewicz University in Poznań retains the property right as a whole (layout, graphic form, title, cover design, logo etc.).
Privacy statement
The names and email addresses published on this journal site will be used exclusively for the purposes declared by this journal and cannot be used for any other purpose or by any other party.