Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL
DOI:
https://doi.org/10.30762/jeels.v10i1.434Keywords:
CLIL, Language Ideologies, Multilingual Class, Narrative InquiryAbstract
Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.
References
Agustin, D. T. (2021). Indonesian EFL teachers’ English language ideologies and classroom practices: A sociocultural activity theory perspective (Doctoral dissertation, Monash University).
Barkhuizen, G., Benson, P., & Chick, A. (2014). Narrative inquiry in language teaching and learning research. New York: Routledge.
Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151.
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.
Coyle, D. (2018). The place of CLIL in (bilingual) education. Theory Into Practice, 57(3), 166-176.
Fallas-Escobar, C. (2020). EFL instructors’ ambivalent ideological stances toward translanguaging: Collaborative reflection on language ideologies. In Envisioning TESOL through a translanguaging lens ( 329-344). Springer, Cham.
Fitriati, S. W. (2015). Teachers’ language ideologies and classroom practices in English bilingual education: An ethnographic case study of a senior high school in Central Java, Indonesia (Doctoral dissertation, University of Southern Queensland).
Gilmetdinova, A., & Malova, I. (2018). Language education for global interaction: English and Tatar. World Englishes, 37(4), 624-634.
Goris, J., Denessen, E., & Verhoeven, L. (2019). The Contribution of CLIL to Learners’ international Orientation and EFL Confidence. Language Learning Journal, 47(2), 246–256. https://doi.org/10.1080/09571736.2016.1275034
Griva, E. & Chostelidou, D. (2017). CLIL in primary education: Promoting multicultural citizenship Awareness in the foreign language classroom. Language Teaching and Learning. 8(2), 9-23.
Hamied, F. A. (2012). English in multicultural and multilingual Indonesian education. In A. Kirkpatrick & R. Sussex (Eds.), English as an international language in Asia: Implications for language education, 1 (2012), 63-78. Netherlands: Springer.
Jones, Alister & Moreland, Judy. (2015). Considering pedagogical content knowledge in the context of research on teaching: An example from technology. Waikato Journal of Education. 20. doi: 10.15663/wje.v20i3.224.
Kirkpatrick, A. (2011). English as an Asian lingua franca and the multilingual model of ELT. Language Teaching, 44(02), 212-224.
Kroskrity, P. V. (2010). Language ideologies - Evolving perspectives. In J. Jaspers, J.-O. Ostman & J. Verschueren (Eds.), Society and Language Use (192-211). Amsterdam, NLD: John Benjamins Publsihing Company.
Mahan, K. R. (2022). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). The Language Learning Journal, 50(1), 74-88.
McDougald, J. (2015). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal, 17(1), 25–41.
Monbec, L. (2020). Scaffolding content in an online Content and Language Integrated Learning (CLIL) module. International Journal of TESOL Studies, 2(2), 157-173.
Muhlisin. (2015). Teachers’ beliefs and students’ perceptions on bilingual use in Indonesian EFL classroom: Identity and classroom discourse. Australian Journal of Basic and Applied Sciences, 9 (24), 8–12.
Nikula, T., & Moore, P. (2019). Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism, 22(2), 237-249.
Pladevall-Ballester, E. (2018). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research, 23(6), 1–22.
Pérez-Cañado, M. L. (2018). CLIL and pedagogical innovation: Fact or fiction? International Journal of Applied Linguistics, 28(3), 369–390.
Pun, J., & Macaro, E. (2019). The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22(1), 64-77.
Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491-514.
Valdés-Sánchez, L., & Espinet, M. (2020). Coteaching in a science-CLIL classroom: changes in discursive interaction as evidence of an English teacher’s science-CLIL professional identity development. International Journal of Science Education, 1–27.
Winarto, A. E. (2015). Training of Learning Strategies in Writing Essay. Journal of English Education and Linguistics Studies (JEELS), 2(2): 1-10.
Wirza, Y. (2020). Literacy sponsorship, language ideologies, and identity construction of EFL learners and users. In Localizing Global English (125-138). Routledge.
Woolard, K. A. (2010). Language ideology: Issues and approaches. International Pragmatics Association, 2(3), 235-249.
Zhunussova, G., Cortazzi, M., & Jin, L. (2022). Roles and models of English teachers in Kazakhstan. World Englishes, 41(1), 104-114.
Zindler, K. (2013). Content and Language Integrated Learning (CLIL) and PE in England. An Exploratory Study (Doctoral dissertation, University of Sheffield).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
