大学英语教师内容语言融合教学信念与教学实践研究

Examining College English Teachers’ Beliefs and Teaching Practices in Content and Language Integration

内容语言融合教学倡导内容与语言双聚焦,近年来该领域研究取得了一系列进展,但目前此理论指导下的课堂实践研究尚不多见,尤其缺乏将教师信念与教学实践结合的研究。本研究通过分析四位教师的访谈、PPT课件和课堂观察数据,探究大学英语教师对于内容语言融合教学的信念以及教师信念与教学实践的关系。研究发现,四位教师对教师角色、内容语言融合概念、内容与内容教学、语言与语言教学持有不同信念;四位教师均重视内容语言的融合,但对内容和语言偏重不同;教师信念与其课堂教学实践基本一致。本研究的发现对内容语言融合教师有效开展教学以及自身专业发展有一定的启示。

Content and Language Integrated Learning(CLIL) advocates the dual focus on content and language,and many advances have been made in this field in recent years.However,to date,studies of CLIL classroom practices have been scarcely conducted,especially the relation between teachers’ beliefs and their practices.Through the analysis of four teachers’ interviews,PowerPoint presentations and classroom observations,this study explored college English teachers’ beliefs in content and language integration and their relationships with teaching practices.The study found that the four teachers held different beliefs toward teachers’ roles,concept of content and language integration,content and content instruction,and language and language instruction.The four teachers all attached importance to the integration of content and language in teaching,yet differed in terms of emphasis regarding content and language.Teachers’ beliefs were consistent with their classroom teaching practices.The findings of this study have some implications for CLIL teachers to effectively carry out teaching and their own professional development.