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From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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АКТУАЛЬНЫЕ ТЕНДЕНЦИИ ЦИФРОВИЗАЦИИ ИНОЯЗЫЧНОГО ОБУЧЕНИЯ В НЕЯЗЫКОВОМ ВУЗЕ ... : CURRENT TRENDS IN DIGITALIZATION OF FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY ...
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THE MAIN IMPORTANCE OF GIVING AND RECEIVING EFFECTIVE FEEDBACK ... : ОСНОВНАЯ ВАЖНОСТЬ ПРЕДОСТАВЛЕНИЯ И ПОЛУЧЕНИЯ ЭФФЕКТИВНОЙ ОБРАТНОЙ СВЯЗИ ...
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ПРЕОДОЛЕНИЕ ЛИНГВОЭТНИЧЕСКОГО БАРЬЕРА ПРИ ПОМОЩИ ВНЕДРЕНИЯ ГЕЙМИФИКАЦИИ В УЧЕБНЫЙ ПРОЦЕСС ... : THE OVERCOMING OF A LINGUO-ETHNIC BARRIER BY INTEGRATING THE GAMIFICATION IN THE EDUCATIONAL PROCESS ...
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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Beginning Spanish ¡Empecemos por aquí!
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In: PDXOpen: Open Educational Resources (2022)
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Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities
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In: Research outputs 2014 to 2021 (2022)
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Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
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In: Languages; Volume 7; Issue 2; Pages: 109 (2022)
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Two Oral Exam Formats for Literary Analysis in the Tertiary English as a Foreign Language Seminar
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In: Languages; Volume 7; Issue 2; Pages: 76 (2022)
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The Effects of Charter Schools on Early Foreign Language Education in Public Schools
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In: Senior Honors Theses (2022)
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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ФІЛОСОФСЬКІ ЗАСАДИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ІНОЗЕМНИХ СТУДЕНТІВ МЕДИЧНИХ ЗВО ... : PHILOSOPHICAL FUNDAMENTALS OF FOREIGN LANGUAGE TEACHING OF FOREIGN MEDICAL STUDENTS ...
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Teachers’ narratives of resistance to Madrid's bilingual programme: an exploratory study in secondary education
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Abstract:
This paper looks at secondary teachers’ discourse about Madrid's Bilingual Programme (Spain). Madrid's Bilingual Programme is a large education plan whereby some content subjects are taught in a foreign language –mainly English– following Content and Language Integrated Learning (CLIL) and whose characteristics and ubiquity have had an impact on teachers’ daily lives and professional career. By drawing on both Grounded Theory and Positioning Theory as analytical tools, data were collected and analysed from the transcription and annotation of 30 semi-structured interviews with experienced secondary teachers working in CLIL and non-CLIL secondary schools. Our findings point to clear tensions in reconciling these teachers’ personal beliefs and professional motivations within the current organisational and political setting and describe a pattern of resistance towards the Bilingual Programme which manifests discursively through emphatic and emotional verbalisations. The results may be of interest to education authorities, policy makers and researchers ; This work was supported by the Spanish Ministry of Science and Competitiveness (Research Project FFI2016-77540-P )
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Keyword:
Bilingual education; Content and language integrated learning; Critical discourse analysis; Educación; English as a foreign language; Filología; positioning theory; Professional discourse
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URL: http://hdl.handle.net/10486/700740 https://doi.org/10.1016/j.linged.2021.100925
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Evaluation of Metacognitive and Self-Regulatory Programmes for Learning, Pedagogy and Policy in Tertiary EFL Contexts
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Web quest method in online teaching Ukrainian as a foreign language in higher educational institutions
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English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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