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Challenging Boundaries in Language Education pp 89–106Cite as

Challenging Curricular Boundaries and Identities Through CLIL: An E-learning Professional Development Program for CLIL Teachers

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Part of the book series: Second Language Learning and Teaching ((SLLT))

Abstract

This chapter describes an online teacher-training program addressed to EFL and content subject teachers, which aims at raising awareness of the potential of Content and Language Integrated Learning (CLIL) in Greek public education. At first, the identity of CLIL teachers is studied through the lens of activity theory. The disciplines involved in CLIL (i.e., language & content) are conceptualized as distinct activity systems, which enter each other’s unfamiliar territory, interact, and meet at a third space, where the identity of the CLIL teacher can be created. This boundary crossing is theoretically examined with a view to going beyond a temporary collaboration and forming a CLIL community of practice. Following that, an online professional development program is outlined that aims to develop a CLIL identity and a community of practice. In addition, exploratory data regarding the implementation of CLIL in Greece, which fed into the needs analysis of the program, are presented in order to demonstrate the need for the program.

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Author information

Authors and Affiliations

  1. Hellenic Open University, Patras, Greece

    Katerina Vourdanou

Authors
  1. Katerina Vourdanou
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Corresponding author

Correspondence to Katerina Vourdanou .

Editor information

Editors and Affiliations

  1. Oxford Road, The University of Manchester, Manchester, UK

    Achilleas Kostoulas

Appendix

Appendix

Overview of the CLIL teacher professional development program

Theory & reflection (Modules 1–2)

Practice & input design (Modules 3–5)

Implementation (Modules 6–7)

Feedback & discussion (Modules 8–9)

Week 1 & 2, Module 1

Participants:

∙ Complete a pre-teacher training questionnaire

∙ Watch selected videos from CLIL classrooms

∙ Answer a series of open-ended questions

∙ Write a journal in which they reflect on their teaching practices

Week 6, Module 3

Participants:

∙ Study examples of CLIL material

∙ Discuss with co-trainees and share ideas about the importance of input quality

∙ Focus on the issue of cooperation between the EFL teacher and the content subject teacher

Week 9 & 10, Module 6

Participants:

∙ Conduct an in-class survey in order to investigate their learners’ needs and expectations

∙ Use the CLIL tasks they have prepared

∙ Answer a questionnaire

∙ Write a journal

Week 13 & 14, Module 8

Participants:

∙ Create a questionnaire for their learners to gather feedback

∙ Discuss results with their peer trainees

Week 3, 4 & 5, Module 2

Participants:

∙ Study CLIL theory through texts and videos

∙ Study a variety of curricula through Eurydice together with the European Framework for Lifelong competences

∙ Write a journal on the possibility of integrating CLIL in their current teaching situation

Week 7, Module 4

Participants:

∙ Study content subject that is relevant to their teaching context

∙ Create CLIL tasks (EFL teachers & content subject teachers) and upload them

∙ Get involved in self and peer evaluation processes

Week 11 & 12, Module 7

Participants:

∙ Implement the CLIL lesson plan in their current teaching context

∙ Answer a questionnaire

∙ Write a journal

Week 15 & 16, Module 9

Participants:

∙ Reflect on the outcomes

∙ Answer a questionnaire

∙ Are interviewed by the program coordinator

Week 8, Module 5

Participants:

∙ Choose content material

∙ Create a CLIL lesson plan (EFL teachers & content subject teachers )

∙ Get involved in self and peer evaluation processes

  
  1. Note Peer-to-peer feedback and reflection is encouraged throughout the program by uploading all the materials created by the trainees in the platform

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Vourdanou, K. (2019). Challenging Curricular Boundaries and Identities Through CLIL: An E-learning Professional Development Program for CLIL Teachers. In: Kostoulas, A. (eds) Challenging Boundaries in Language Education. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-17057-8_6

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  • DOI: https://doi.org/10.1007/978-3-030-17057-8_6

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  • Print ISBN: 978-3-030-17056-1

  • Online ISBN: 978-3-030-17057-8

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