Skip to main content
SpringerLink
Log in

Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training

  • Chapter
  • First Online:
International Perspectives on CLIL

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

This chapter centres on the professional preparation of English Language Teaching (ELT) professionals in CLIL settings and specifically addresses the preparation of these professionals to effectively develop the types of academic language that students need for successful outcomes in academic settings in the United States. The chapter focuses on the development of academic English at the Pk-12 in the US and how traditional TESOL/ELT degree programmes approach the professional preparation of educators. The focus is on CLIL settings (North American K-12 context), where the focus is on the teaching of language and content simultaneously in formal academic settings and where teachers primarily see themselves as teaching both language and content.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Andrews, S. (2007). Teacher language awareness. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Arkoudis, S. (2003). Teaching English as a second language in science classes: Incommensurate epistemologies. Language and Education, 17(3), 161–173.

    Article  Google Scholar 

  • Arkoudis, S. (2006). Negotiating the rough ground between ESL and mainstream teachers. International Journal of Bilingual Education and Bilingualism, 9(4), 415–433.

    Article  Google Scholar 

  • Baecher, L., Farnsworth, T., & Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118–136.

    Article  Google Scholar 

  • Baecher, L., Farnsworth, T., & Ediger, A. (2017). Teacher planning in content-based instruction: Supports for developing novice teachers’ language awareness. In M. A. Snow & D. Brinton (Eds.), The content-based classroom: New perspectives on integrating language and content (pp. 79–96). Ann Arbor, MI: University of Michigan Press.

    Google Scholar 

  • Bailey, A. L. (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press.

    Google Scholar 

  • Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters.

    Google Scholar 

  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251.

    Article  Google Scholar 

  • de Oliveira, L. C., & Cheng, D. (2011). Language and the multisemiotic nature of mathematics. The Reading Matrix, 11(3), 255–268.

    Google Scholar 

  • DelliCarpini, M. (2009). Enhancing cooperative learning in TESOL teacher education. ELT Journal, 63(1), 42–50.

    Article  Google Scholar 

  • DelliCarpini, M. (2014). Modeling collaboration for ESL teacher candidates. The New Educator, 10(2), 129–144.

    Article  Google Scholar 

  • DelliCarpini, M. (2018). Administrative issues in collaborative teaching. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Boston: Wiley.

    Google Scholar 

  • DelliCarpini, M., & Alonso, O. B. (2013). Content-based instruction. Boston: Wiley-Blackwell.

    Google Scholar 

  • DelliCarpini, M., & Alonso, O. B. (2014). Teacher education that works: Preparing secondary-level math and science teachers for success with English language learners through content-based instruction. Global Education Review, 1(4), 155–178.

    Google Scholar 

  • DelliCarpini, M., & Alonso, O. B. (2015). Teaching everything to no one and nothing to everyone: Addressing the content in content-based instruction. In T. Farrell (Ed.), International perspectives on language teacher education: Innovations from the field (pp. 51–73). Basingstoke, UK: Palgrave.

    Google Scholar 

  • DelliCarpini, M., & Gulla, A. (2009). Success with Ells: Creating space for collaboration. English Journal, 98(4), 133–137.

    Google Scholar 

  • DelliCarpini, M., & Gulla, A. N. (2010). Crossing borders: Interdisciplinary collaboration among teacher education faculty. In I. Park, H. Widodo, & A. Cirocki (Eds.), Observation of teaching: Bridging theory and practice through research on teaching. Munich, Germany: Lincom Europa.

    Google Scholar 

  • DelliCarpini, M., & Gulla, A. N. (2017). Preparing pre-service teachers to work with ELLs in the mainstream, ELA classroom through collaboration and two-way CBI. In L. de Oliveira & M. Shoffner (Eds.), ELA teachers and ELL students: Preparing English language arts teachers to teach English language learners (pp. 79–106). Urbana, IL: NCTE.

    Google Scholar 

  • Giles, A., & Yazan, B. (2019). ESL and content teachers’ collaboration. Indonesian Journal of English Language Teaching, 14(1), 125–142.

    Google Scholar 

  • Giles, A., & Yazan, B. (2020). “You’re not an island”: A middle grades language arts teacher’s changed perceptions in ESL and content teachers’ collaboration. RMLE Online, 43(3), 1–15.

    Article  Google Scholar 

  • Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms. Thousand Oaks, CA: Routledge.

    Google Scholar 

  • Hansen-Thomas, H., Langman, J., & Farias Sokoloski, T. (2018). The role of language objectives: Strengthening math and science teachers’ language awareness with emergent bilinguals in secondary classrooms. LACLIL Journal, 11(2), 193–214.

    Article  Google Scholar 

  • Lindahl, K. (2019). Teacher language awareness development and its implications for new educators. The New Educator, 15(2), 85–100.

    Article  Google Scholar 

  • Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in pre-service teacher education. Theory Into Practice, 52(2), 98–109.

    Article  Google Scholar 

  • Miles, M., & Huberman, A. (1984). Qualitative data analysis. London: Sage.

    Google Scholar 

  • Peercy, M. M., DeStefano, M., Kidwell, T., & Ramírez, R. (2016). Co-constructing practice in an online ESOL literacy methods course. Professional Development in Education, 42(5), 752–766.

    Article  Google Scholar 

  • Quintero, D., & Hansen, M. (2017). English learners and the growing need for qualified teachers. Brookings Institute, Brown Center Chalkboard.

    Google Scholar 

  • Schleppegrell, M. J. (2004/2010). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum.

    Book  Google Scholar 

  • Snow, C. E. (2010). Academic language and the challenge of learning about science. Science, 328(5977), 450–452.

    Article  Google Scholar 

  • The National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs. (2007). Fast facts.

    Google Scholar 

  • Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement (Final Report). Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.

    Google Scholar 

  • Uccelli, P., & Galloway, E. (2017). Academic language across content areas: Lessons from an innovative assessment and from students’ reflections about language. Journal of Adolescent and Adult Literacy, 60(4), 395–404.

    Article  Google Scholar 

  • Uccelli, P., Galloway, E., Barr, C. D., Meneses, A., & Dobbs, C. L. (2015). Beyond vocabulary: Exploring cross-disciplinary academic-language proficiency and its association with reading comprehension. Reading Research Quarterly, 50(3), 337–356.

    Article  Google Scholar 

  • U.S. Department of Education, National Center for Education Statistics. (2020). English language learnewrs in public schools. Washington D.C. Author.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Abington College, The Pennsylvania State University, Abington, PA, United States

    Margo DelliCarpini

Authors
  1. Margo DelliCarpini
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Margo DelliCarpini .

Editor information

Editors and Affiliations

  1. Center for Language Education and Research, Sophia University, Tokyo, Japan

    Chantal Hemmi

  2. School of Education, University of Strathclyde, Glasgow, UK

    Darío Luis Banegas

Appendix A: Course Structure

Appendix A: Course Structure

Course goals:

  • Support secondary-level content teachers in teaching ENL students in the mainstream, secondary content classroom

  • Support ENL teachers in their ability to understand and effectively engage in CBI

  • Build Teacher Language Awareness and skills around the development of academic language

  • Support collaborative partnerships between secondary-level ENL and content teachers

Course structure

  • Ongoing development of a framework identifying and assessing linguistic issues related to the development of academic language in both the ENL classroom and mainstream secondary content classroom

  • Explicit ongoing development of TLA combined with embedded, contextually relevant instruction about language, the language of the discipline, and the linguistic demands of learning the content in a language other than the students’ native language

  • Weekly readings related to the topic and guided reflections on the readings, course discussions, and experiences in the candidates’ field placement

  • Lecture, discussion, and a related group activity

  • Field observations reflections (Reflecting on reflections)

  • Course assignments (in detail, to follow)

Course assignments

  • Narrative inquiry

  • Collaboratively developed content/ENL units of study explicitly addressing the needs identified, using the knowledge and skills gained during the course

  • Position paper: Participants, through individual and collaborative inquiry, reading/reflecting, analysis of classroom observations, and reflective discussions and writing problematise the identified needs, reconceptualising and reframing their initial needs/solutions within a theoretical and sociocultural context.

  • Action research

  • Field observations

  • Guided reflections

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

DelliCarpini, M. (2021). Developing the C in Content and Language Integrated Learning: Teacher Preparation That Builds Learners’ Content Knowledge and Academic Language Through Teacher Collaboration and Integrated Pedagogical Training. In: Hemmi, C., Banegas, D.L. (eds) International Perspectives on CLIL. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-70095-9_11

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-70095-9_11

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-70094-2

  • Online ISBN: 978-3-030-70095-9

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation