Professional Development of CLIL Teachers by Yuen Yi Lo

Author:Yuen Yi Lo
Language: eng
Format: epub, pdf
ISBN: 9789811524257
Publisher: Springer Singapore

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Both groups of teachers agreed that cross-curricular collaboration could help students learn the content subject and English language (M = 3.67, SD = .077; M = 3.69, SD = 0.81), but the English teachers exhibited significantly stronger agreement than their colleagues who were teaching content subjects. The teacher interviewees elaborated on the perceived effectiveness of cross-curricular collaboration. For instance, ET2 highlighted the idea that “knowledge cannot be divided”, in the sense that whenever students read something in English, the content of that reading might involve some other disciplines. Also, the teachers reflected that if some vocabulary or grammar items had been taught in English lessons, students could then apply such knowledge in content subjects and would find them easier to learn (CST1 and ET2).

RQ3. Teachers’ attitudes towards cross-curricular collaboration

Teachers’ attitudes towards cross-curricular collaboration were explored with four statements asking teachers to indicate their willingness to help and collaborate, in the face of some contextual factors such as additional workload and perceived difficulties. The results are presented in Table 4.10.Table 4.10Teachers’ attitudes towards cross-curricular collaboration (1 = Strongly disagree; 5 = Strongly agree)

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