CLIL Teacher Development: Challenges and Experiences
CLIL Teacher Development: Challenges and Experiences
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CLIL 教师发展：挑战和经验
DOI：
10.5294/laclil.2012.5.1.4
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
D. Banegas
中科院分区：
文献类型：
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作者：
D. Banegas
内容与语言整合学习被认为是交际法教学的一种创新或替代方法。参与外语教学的利益相关者，研究人员和其他参与者都希望能够克服外语学习中的缺陷，以满足新的社会经济需求。 然而，CLIL不仅仅是利益。在这篇文章中，我将首先概述它的一些挑战和缺点，特别是在教师和教师发展方面，因为其他困难可能植根于教师如何准备应对CLIL似乎提出的新问题。其次，我将描述前和在职CLIL教师发展的机会，部分基于个人的经验，在沃里克大学，然后我将描述其他个人经验的讲习班在阿根廷。最后，我将建议可能的方式纳入CLIL理解在阿根廷作为一个EFL背景下的例子。
Content and Language Integrated Learning is regarded as an innovative or alternative approach to Communicative Language Teaching. Stakeholders, researchers and other actors involved in teaching foreign language embrace CLIL in the hope that deficiencies in foreign language learning can be overcome so as to meet new socio-economic needs. However, CLIL is not only about benefits. In this article I will first outline some of its challenges and drawback particularly in reference to teachers and teacher development since other difficulties may be rooted in how teachers are prepared to respond to the new issues that CLIL seems to raise. Secondly, I will describe pre- and in-service CLIL teacher development opportunities partly based on personal experiences at the University of Warwick and then I will describe other personal experiences of workshops in Argentina. Last, I will suggest possible ways of incorporating CLIL understanding in Argentina as an example of an EFL context.