Narrative Analysis as a Means of Investigating CLIL Teachers’ Meaningful Experiences

Authors

https://doi.org/10.17583/qre.7511

Keywords:


Downloads

Abstract

An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers’ persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language Integrated Learning (CLIL) as a means of attaining a bilingual education in the second decade of the 21st century, especially the professional development of teachers who work in the given context. In this study, narrative analysis is employed to investigate how teachers’ explicit meaningful experiences lead a teacher to become a CLIL teacher in the Estonian educational settings, and disclose the factors shaping this process. The results reveal a variation in the teachers’ meaningful experiences driven mostly by their context – the type of bilingual program, the status of the foreign language, school support for collaborative practices - as well as a variation in the belief of what constitutes CLIL - views on languages and personal pedagogical beliefs.

Downloads

Download data is not yet available.

Author Biographies

Aleksandra Ljalikova, Tallinn University

Aleksandra Ljalikova is Associate Professor of French and Foreign Language Education at the School of Humanities-Centre of Innovation in Education at Tallinn University, Estonia

Merilyn Meristo, Tallinn University

Merilyn Meristo is Associate Professor of French and Foreign Language Education at the School of Humanities at Tallinn University, Estonia.

Ene Alas, Tallinn University

Ene Alas is Associate Professor of English at the School of Humanities at Tallinn University, Estonia.

Merle Jung, Tallinn University

Merle Jung is Didactic Development Consultant at the School of Educational Sciences-Centre of Innovation in Education at Tallinn University, Estonia.

References

Ananiadou, K., & Claro, M. (2009). 21st century skills and competences for new millennium learners in OECD countries. OECD Education Working Papers, 41, OECD Publishing. https://doi.org/10.1787/218525261154

Google Scholar Crossref

Baetens Beardsmore, H. (2009). Bilingual Education: Factors and Variables. In O. García, Bilingual education in the 21st century: a global perspective (pp. 137–157). Malden, Wiley-Blackwell Pub.

Google Scholar Crossref

Bakhtin, M. M. (1981). The dialogic imagination: four essays. University of Texas Press.

Google Scholar Crossref

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford University Press.

Google Scholar Crossref

Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioural Change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191

Google Scholar Crossref

Blackledge, A., & Creese, A. (2010). Multilingualism – A critical perspective. Continuum.

Google Scholar Crossref

Block, D. (2003). The social turn in second language acquisition. Georgetown University Press.

Google Scholar Crossref

Bloomfield, L. (1914). Introduction to the Study of Language. Henry Holt. Reprinted 1983, John Benjamins.

Google Scholar Crossref

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching 36, 81–109. https://doi.org/10.1017/S0261444803001903

Google Scholar Crossref

Bovellan, E. (2014). Teachers’ Beliefs About Learning and Language as Reflected in Their Views of Teaching Materials for Content and Language Integrated Learning (CLIL). (Dissertation on Social Sciences). University of Jyväskylä.

Google Scholar Crossref

Bravo-Sotelo, K. P. (2020). Exploring the Tagalog-English Code-Switching Types Used for Mathematics Classroom Instruction. IAFOR Journal of Education, 8(1), 47–64. https://doi.org/10.22492/ije.8.1.03

Google Scholar Crossref

Bruton, A. (2013). CLIL: Some of the reasons why … and why not. System, 41(3), 587–597. https://doi.org/10.1016/j.system.2013.07.001

Google Scholar Crossref

Cinganotto, L. (2016). CLIL in Italy: a general overview. Latin American Journal of Content & Language Integrated Learning, 9(2), 374–400. https://doi.org/10.5294/7177

Google Scholar Crossref

Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International journal of bilingual education and bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0

Google Scholar Crossref

Coyle, D., Halbach, A., Meyer, O., & Schuck, K. (2018). Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL), International Journal of Bilingual Education and Bilingualism, 21(3), 349-365. https://doi.org/10.1080/13670050.2017.1387516

Google Scholar Crossref

Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge University Press.

Google Scholar Crossref

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy (Vol. 6). Multilingual Matters.

Google Scholar Crossref

Dale, L., van der Es, W., & Tanner, R. (2010). CLIL Skills. Expertise centrum mvt.

Google Scholar Crossref

Dale, L., Oostdam, R., & Verspoor, M. (2018). Searching for identity and focus: towards an analytical framework for language teachers in bilingual education, International Journal of Bilingual Education and Bilingualism, 21(3), 366-383. https://doi.org/10.1080/13670050.2017.1383351

Google Scholar Crossref

Dalton-Puffer, C. (2013). A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216-253. https://doi.org/10.1515/eujal-2013-0011

Google Scholar Crossref

Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 31, 182-204. https://doi.org/10.1017/S0267190511000092

Google Scholar Crossref

Day, C., Sammons, P., Stobart, G., Kington, A., & Gu. Q. (2007). Teachers Matter. Connecting work, lives and effectiveness. McGraw-Hill Education.

Google Scholar Crossref

Dvorjaninova, A., & Alas, E. (2018). Implementing Content and Language Integrated Learning (CLIL) in Estonia: Subject and language teacher perspective. Eesti Rakenduslingvistika Ühingu Aastaraamat, 14, 41-57. http://dx.doi.org/10.5128/ERYa14.03

Google Scholar Crossref

Earthy, S., & Cronin, A. (2008). Narrative Analysis. In N. Gilbert (Ed.), Researching Social Life (3rd ed., pp. 420–439). Sage.

Google Scholar Crossref

European Commission. (2006). Content and language integrated learning (CLIL) at school in Europe. Euridice.

Google Scholar Crossref

García, O. (2009). Bilingual education in the 21st century: a global perspective. Wiley-Blackwell Pub.

Google Scholar Crossref

Glatthorn, A. (1995). Teacher development. In L. A. Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education (pp. 41-46). Pergamon.

Google Scholar Crossref

Graddol, D. (2006). English Next. British Council.

Google Scholar Crossref

Green, C., & Pappa, S. (2021). EFL Teacher Education in Finland: Manifestations of Professional Agency in Teacher Educators’ Work. Scandinavian Journal of Educational Research, 65(4), 552-568. https://doi.org/10.1080/00313831.2020.1739128

Google Scholar Crossref

Goris, J. A., Denessen, E. J. P. G., & Verhoeven, L. T. W. (2019). Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies. European Educational Research Journal, 18(6), 675-698. https://doi.org/10.1177/1474904119872426

Google Scholar Crossref

Halliday, M. A. K. (1975). Learning How to Mean: Explorations in the Development of Language. Edward Arnold.

Google Scholar Crossref

Halliday, M. A. K. (1973). Explorations in the Functions of Language. Edward Arnold.

Google Scholar Crossref

HTM (Estonian Ministry of Education and Research). (2019). Availability of international general education in Estonia. https://www.hm.ee/en/activities/pre-school-basic-and-secondary-education/availability-international-general-education

Google Scholar Crossref

Hymes, D. (1972). On communicative competence. In J. B. Pride and J. Holmes (Eds.). Sociolinguistics (pp. 269-293). Penguin.

Google Scholar Crossref

Javorčíková, J., & Zelenková, A. (2019). CLIL: Conceptual differences in teaching “realia” to philological and non-philological students. Journal of Language and Cultural Education, 7(3), 18-34. https://doi.org/10.2478/jolace-2019-0019

Google Scholar Crossref

Kasper, G. (2009). Locating cognition in second language interaction and learning: Inside the skull or in public view?. International Review of Applied Linguistics in Language Teaching, 47(1), 11–36. https://doi.org/10.1515/iral.2009.002

Google Scholar Crossref

Krammer, M., Rossmann, P., Gastager, A., & Gasteiger-Klicpera, B. (2018). Ways of composing teaching teams and their impact on teachers’ perceptions about collaboration. European Journal of Teacher Education, 41(4), 463-478. https://doi.org/10.1080/02619768.2018.1462331

Google Scholar Crossref

Leijen, Ä., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295-310. https://doi.org/10.1080/00071005.2019.1672855

Google Scholar Crossref

Llinares, A., Morton, T., & Whittaker, R. (2012). The Role of Language in CLIL. Cambridge University Press.

Google Scholar Crossref

López-Medina, B. (2021). On the Development of a CLIL Textbook Evaluation Checklist: A Focus Group Study. TESL-EJ, 25(1).

Google Scholar Crossref

Maclellan, E. (2017). Shaping agency through theorizing and practicing teaching in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp.253-269). Sage.

Google Scholar Crossref

Maljers, A., & Wolff, D. (2007). Windows on CLIL: Content and language integrated learning in the European spotlight. European Platform for Dutch Education.

Google Scholar Crossref

Marsh, D., Maljers, A., & Hartiala, A. K., (Eds.). (2001). Profiling European CLIL Classrooms: Languages Open Doors. University of Jyväskylä.

Google Scholar Crossref

Masso, A., & Soll, M. (2014). Change in Language of Instruction in Russian Medium Schools: Multilevel Analysis of Attitudes and Language Proficiency. Journal of Baltic Studies, 45(4), 517-544. https://doi.org/10.1080/01629778.2014.937818

Google Scholar Crossref

Mehisto, P., & Genesee, F. (Eds.). (2015). Building bilingual education systems. Cambridge University Press.

Google Scholar Crossref

Mehisto, P., Marsh, D., & Frigols, M.-J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Education.

Google Scholar Crossref

Meraz, R.L., Osteen, K., & McGee, J. (2019). Applying Multiple Methods of Systematic Evaluation in Narrative Analysis for Greater Validity and Deeper Meaning. International Journal of Qualitative Methods, 18, 1-6. https://doi.org/10.1177/1609406919892472

Google Scholar Crossref

Meristo, M. (2016). Personal and contextual factors shaping novice teachers’ early professional career. (Dissertation on Social Sciences). Tallinn University.

Google Scholar Crossref

Meristo, M., Ljalikova, A., & Löfström, E. (2013). Looking back on experienced teachers’ reflections: How did pre-service school practice support the development of self-efficacy?. European Journal of Teacher Education, 36(4), 428-444. https://doi.org/10.1080/02619768.2013.805409

Google Scholar Crossref

Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and research. Language teaching, 41(3), 315-348. https://doi.org/10.1017/S0261444808005028

Google Scholar Crossref

Morton, T., & Llinares, A. (2017). Content and Language Integrated Learning (CLIL): Type of programme or pedagogical model?. In A. Llinares and T. Morton, T. (Eds.), Applied linguistics perspectives on CLIL (pp. 1-16). John Benjamins.

Google Scholar Crossref

Nasheeda, A., Abdullah, H.B., Krauss, S.E., & Ahmed, N.B. (2019). Transforming Transcripts into Stories: a Multimethod Approach to Narrative Analysis. International Journal of Qualitative Methods, 18, 1-9. https://doi.org/10.1177/1609406919856797

Google Scholar Crossref

Nikula, T., Dafouz, E., Moore, P., & Smit, U. (Eds.). (2016). Conceptualising Integration in CLIL and Multilingual Education. Multilingual Matters.

Google Scholar Crossref

Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237-249. https://doi.org/10.1080/13670050.2016.1254151

Google Scholar Crossref

Nikula, T., Dalton-Puffer, C., & Llinares, A. (2013). CLIL classroom discourse. Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70-100. https://doi.org/10.1075/jicb.1.1.04nik

Google Scholar Crossref

Opdenakker, M-C., & Van Damme, J. (2007). Do school context, student composition and school leadership affect school practice and outcomes in secondary education?. British Educational Research Journal, 33(2), 179–206. https://doi.org/10.1080/01411920701208233

Google Scholar Crossref

Orland-Barak, L. (2017). Learning teacher agency in teacher education. In D. J. Clandinin & J. Husu (Eds.), The SAGE Handbook on Teacher Education (pp. 247-252). Sage

Google Scholar Crossref

Paran, A. (2013). Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?. Applied Linguistics Review, 4(2), 317-342. https://doi.org/10.1515/applirev-2013-0014

Google Scholar Crossref

Pennycook, A. (2010). Language as a Local Practice. Routledge.

Google Scholar Crossref

Pérez Cañado, M. L. (2020). Implementing bilingual education in monolingual contexts: lessons learned and ways forward. The Language Learning Journal, 48(1), 1-3. https://doi.org/10.1080/09571736.2020.1695622

Google Scholar Crossref

Pérez Cañado, M. L. (2016). Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266-295. https://doi.org/10.1080/13670050.2014.980778

Google Scholar Crossref

Piesche, N., Jonkmann, K., Fiege, C., & Keßler, J.-U. (2016). CLIL for all? A randomised controlled field experiment with sixth-grade students on the effects of content and language integrated science learning. Learning and Instructions, 44(1), 108-116. https://doi.org/10.1016/j.learninstruc.2016.04.001

Google Scholar Crossref

Polkinghorne, D.E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative Studies in Education, 8(1), 5-23. https://doi.org/10.1080/0951839950080103

Google Scholar Crossref

Reeves, T. C., Herrington, J., & Oliver, R. (2005). Design Research: A Socially Responsible Approach to Instructional Technology Research. Higher Education Journal of Computing in Higher Education, 16(2), 96-115. https://doi.org/10.1007/BF02961476

Google Scholar Crossref

Riessman, C. K. (2012). Analysis of personal narratives. In J.F. Gubrium, J.A. Holstein, A. Marvasti, & K. McKinney (Eds.), The Sage handbook of interview research: The complexity of the craft (pp. 695-710). Sage.

Google Scholar Crossref

Riessman, C. K. (2008). Narrative Methods for the Human Sciences. Sage.

Google Scholar Crossref

Ritchie W.C. (Ed.) (2012). Global Perspectives and Challenges: Case Studies. In T.K. Bhatia, & W.C. Ritchie (Eds.), The Handbook of Bilingualism and Multiculturalism (pp. 701–920). Blackwell.

Google Scholar Crossref

Rumlich, D. (2020). Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal, 48(1), 115-119. https://doi.org/10.1080/09571736.2019.1696879

Google Scholar Crossref

Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203

Google Scholar Crossref

Sahin, M. C. (2009). Instructional design principles for 21st century learning skills. Procedia-Social and Behavioral Sciences, 1(1), 1464-1468. https://doi.org/10.1016/j.sbspro.2009.01.258

Google Scholar Crossref

Sass, D.A., Flores, B.B., Claeys, L., Pérez, B. (2012). Identifying personal and contextual factors that contribute to attrition rates for Texas public school teachers. Education Policy Analysis Archives, 20(15), 1-26. https://www.redalyc.org/articulo.oa?id=275022797015

Google Scholar Crossref

Segolsson, M., & Hirsh, Å. (2019). How Skilled Teachers Enable Success in their Teaching with Respect to Inclusion and Knowledge Development: A Qualitative Study Based on Teachers’ Experiences of Successful Teaching. International Journal of Teaching and Education, 7(2), 35-52. https://doi.org/10.20472/TE.2019.7.2.004

Google Scholar Crossref

Senge, P., Kleiner, A., Roberts, C., Ross, R., & Smith, B. (2014). The fifth discipline fieldbook: Strategies and tools for building a learning organization. Doubleday.

Google Scholar Crossref

Silber‐Varod, V., Eshet‐Alkalai, Y., & Geri, N. (2019). Tracing research trends of 21st‐century learning skills. British Journal of Educational Technology, 50(6), 3099-3118. https://doi.org/10.1111/bjet.12753

Google Scholar Crossref

Slabina, P., & Aava, K. (2019). Õpetajate koostöise õpikultuuri kogemused Eesti üldhariduskoolide näitel. Estonian Journal of Education/Eesti Haridusteaduste Ajakiri, 7(1). https://doi.org/10.12697/eha.2019.7.1.04

Google Scholar Crossref

Statistics Estonia. (2019). Population by ethnic nationality. https://www.stat.ee/en/find-statistics/statistics-theme/population

Google Scholar Crossref

Sõstar, K. (2012). National and Regional Profiles: Estonia. In G. Extra & K. Yağmur (Eds.), Language Rich Europe Trends in Policies and Practices for Multilingualism in Europe (pp. 111-118). British Council/Cambridge University Press.

Google Scholar Crossref

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/10.1016/S0742-051X(01)00036-1

Google Scholar Crossref

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40. https://doi.org/10.1016/j.edurev.2015.04.002

Google Scholar Crossref

van Kampen, E., Mearns, T., Meirink, J., Admiraal, W., & Berry, A. (2018). How do we measure up?: A review of Dutch CLIL subject pedagogies against an international backdrop. Dutch Journal of Applied Linguistics, 7(2), 129-155. https://doi.org/10.1075/dujal.18004.kam

Google Scholar Crossref

Vygotsky, L. S. (Выготский, Л. С.). (1978). Мышление и речь. Thought and language. Republished 2005. Москва: Лабиринт.

Google Scholar Crossref

Downloads

Published

2021-10-28

Almetric

Dimensions

How to Cite

Ljalikova, A., Meristo, M., Alas, E., & Jung, M. (2021). Narrative Analysis as a Means of Investigating CLIL Teachers’ Meaningful Experiences. Qualitative Research in Education, 10(3), 228–259. https://doi.org/10.17583/qre.7511

Issue

Section

Articles