The Psychological Experience of Integrating Content and Language

Kyle Read Talbot is a language teacher and researcher in Applied Linguistics. His current research and thinking interests include the psychology of language learning and teaching, bilingual and multilingual education, and applied complexity science.   Marie-Theres Gruber works at the Private University College of Teacher Education Graz (KPH Graz). Her teaching and research interests are early foreign language learning, lesson planning and CLIL as well as progressive pedagogies (Jenaplan) and diversity management. She supports schools and individual teachers in initial and implementation phases of primary CLIL instruction and has been involved in different CLIL projects and CLIL in German material development for the Austrian language competence centre (ÖSZ). Rieko Nishida is Associate Professor at Osaka University, Japan. Her research interests include educational psychology of second language learning in the Japanese context. She is especially interested in the influence of motivation and other psychological factors in language learning and also the effects of CLIL among university English learners in Japan.

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External Reviewers

Abbreviations

Contributors

Acknowledgments



Chapter 1. Kyle Read Talbot and Marie-Theres Gruber: Introduction



Chapter 2. Sotiria Pappa: Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland



Chapter 3. Jun Jin, Kyle Read Talbot and Sarah Mercer: EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education



Chapter 4. Anssi Roiha and Katja Mäntylä: CLIL as a Vehicle for a Positive English Self-concept: An Analysis of One Former Student’s Life Course



Chapter 5. Nihat Polat and Laura Mahalingappa : Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example



Chapter 6. Christiane Dalton-Puffer, Julia Hüttner and Ute Smit: From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape



Chapter 7. Ruth Milla and María del Pilar García Mayo: Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers' Practices in CLIL and EFL



Chapter 8. Emma Dafouz: ‘So, after a Week, I Became a Teacher of English': Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education



Chapter 9. Kyle Read Talbot, Marie-Theres Gruber, Anita Lämmerer, Nicole Hofstadler and Sarah Mercer: Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria



Chapter 10. Antonio Jimenez-Munoz: ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service



Chapter 11. Erwin M. Gierlinger: L2 Confidence in CLIL Teaching: A Tale of Two Teachers



Chapter 12. Nia Mererid Parry and Enlli Môn Thomas: Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales



Chapter 13. Victor Arshad and Roy Lyster: Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content



Chapter 14. Rieko Nishida: A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Communication Competency and Classroom Dynamics on Soft-CLIL



Chapter 15. Darío Luis Banegas and Richard Pinner: Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina



Chapter 16. Kyle Read Talbot and Marie-Theres Gruber: Conclusion: Challenges, Opportunities, Implications and Future Directions



Index