Forging CLIL Teacher Identities in Kazakhstan:Developmental Pathways of Two University Teachers  

在哈萨克斯坦塑造CLIL教师身份:两位大学教师的发展路径

作　　者：D.Philip Montgomery Peter I.De Costa Yuliya Novitskaya D.菲利普·蒙哥马利;彼得·I·德科斯塔;尤利娅·诺维茨卡娅(纳扎尔巴耶夫大学;密歇根州立大学;哈萨克美国自由大学)

机构地区：[1]Nazarbayev University [2]Michigan State University [3]Kazakh American Free University

出　　处：《Chinese Journal of Applied Linguistics》2025年第1期30-49,154,共21页中国应用语言学(英文)

基　　金：funding from the U.S.-Kazakhstan University Partnerships program funded by the U.S.Mission to Kazakhstan and administered by American Councils[Award number SKZ100-19-CA-0149].

摘　　要：As universities in Kazakhstan continue to address the challenges that come with developing English-medium instruction(EMI)programs,university Science,Technology,Engineering,and Mathematics(STEM)teachers need to develop capacities to teach in English,while their English teacher counterparts need to develop content-specific pedagogical knowledge.Content and Language Integrated Learning(CLIL)pedagogies,defined as the integration of both language and content curricular goals,have emerged as a vehicle to facilitate this development for both types of teachers.However,what it means to be a CLIL teacher may vary considerably as teachers leverage their professional knowledge and personal experiences.We,therefore,explore teachers’conceptions of CLIL and how their disciplinary,linguistic,and pedagogical backgrounds enable or burden them to forge a“CLIL teacher”identity.This qualitative study illustrates the salient points of the journeys taken by two university teachers,one a specialist in oil and gas,the other an English teacher and teacher educator.Drawing on extended one-on-one interviews,we present two teachers’experiences through a series of CLIL-informed workshops.Using a multidisciplinary analytical framework,we map the ways in which the two teacher participants negotiate their identities in relation to CLIL.The findings highlight the importance of understanding teacher experiences,particularly their language learning backgrounds,attitudes toward supporting student learning,and relationships with their colleagues as they work to adapt to teaching English and STEM subjects in university EMI contexts.随着哈萨克斯坦各大学继续应对发展英语媒介教学(EMI)项目所带来的挑战,大学科学、技术、工程和数学(STEM)教师需要发展用英语教学的能力,而他们的英语教师同事则需要发展特定内容的教学知识。内容与语言整合学习(CLIL)教学法被定义为语言与内容课程目标的整合,它的出现促进了这两类教师的发展。然而,随着教师专业知识和个人经验的积累,他们对CLIL教师的含义的认知可能会发生很大的变化。因此,我们探究了教师对CLIL的概念,以及他们的学科、语言和教学背景是如何使他们形成“CLIL教师”身份的。这项定性研究阐述了两位大学教师(一位是石油和天然气专业教师,另一位是英语教师和教师教育工作者)的成长历程中的要点。通过一对一的深入访谈,我们介绍了两位教师参加一系列以CLIL为基础的研讨会的经历。我们利用多学科分析框架,描绘了两位教师参与者在CLIL中协商其身份的方式。研究结果强调了了解教师经验的重要性,特别是他们的语言学习背景、支持学生学习的态度以及与同事的关系,只有这样他们才能努力适应在大学EMI环境中教授英语和STEM学科。

关 键 词：CLIL teacher identity developmental pathways 

分 类 号：H319.3[语言文字—英语] G645.1[文化科学—高等教育学]