Curators and Mediators of Language,Content,Pedagogy,and Technology:Teachers’Expanding Roles in Fully-Online CLIL Contexts  

语言、内容、教学法和技术的策划者和调解者:教师在全在线CLIL环境中的角色拓展

作　　者：Yuliya Novitskaya Rebekah R.Gordon Douglas K.Hartman Curtis Green-Eneix 尤利娅·诺维茨卡娅;丽贝卡·R·戈登;道格拉斯·K·哈特曼;柯蒂斯·格林-埃内克斯(哈萨克-美国自由大学;密歇根州立大学;香港教育大学,中国香港)

机构地区：[1]Kazakh-American Free University [2]Michigan State University [3]The Education University of Hong Kong

出　　处：《Chinese Journal of Applied Linguistics》2025年第1期50-69,155,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 world events have morphed teachers’roles within English medium of instruction(EMI)contexts to incorporate more online teaching practices,teachers’integration of digital tools has faced technological and curricular challenges.While previous research has examined the integration of digital tools in face-to-face and hybrid EMI settings(e.g.,Finardi,2015;O’Dowd,2018),more research is needed to understand the familiarization process teachers engage in as they implement fully-online teaching to support their content and language integrated learning(CLIL)teaching.As part of a larger project,this case study sets out to fill this gap by examining the practices and perspectives of 30 Kazakhstani university teachers who adopted CLIL approaches while needing to adapt to fully-online teaching contexts.Using the concept of technological pedagogical content knowledge(Mishra&Koehler,2006)in tandem with Ball et al.’s(2016)seven CLIL principles as a framework,this study thematically analyzed workshop artifacts,survey responses,semi-structured interview transcripts,and videos from online class lessons to find that teachers were mediators and curators of content,language,pedagogy,and digital tools.The findings offer pedagogical insights for the implementation of professional development(PD)to prepare teachers to meaningfully curate and mediate technology into their CLIL pedagogy to teach content within EMI contexts.近年来,教师在英语媒介教学(EMI)环境中的角色发生了变化,融入了更多的在线教学实践,教师对数字工具的整合面临着技术和课程方面的挑战。虽然之前的研究已经考察了数字工具在面对面和混合英语教学环境中的整合情况(例如,Finardi,2015;O’Dowd,2018),但还需要更多的研究来了解教师在实施完全在线教学以支持其内容和语言整合学习(CLIL)教学时所经历的熟悉过程。作为一个更大项目的一部分,本案例研究旨在通过考察30名哈萨克斯坦大学教师的实践和观点来填补这一空白,这些教师采用了CLIL方法,同时需要适应完全在线的教学情境。本研究以技术教学内容知识(Mishra&Koehler,2006)的概念和Ball et al.(2016)的CLIL七项原则为框架,对工作坊作品、调查回复、半结构式访谈记录和在线课堂视频进行了专题分析,发现教师是内容、语言、教学法和数字工具的中介者和策划者。研究结果为教师专业发展(PD)的实施提供了教学启示,使教师做好准备,在其CLIL教学法中对技术进行有意义的策划和调解,以便在EMI环境中教授专业内容。

关 键 词：CLIL teacher professional development digital tools TPACK online teaching Kazakhstan 

分 类 号：H319.3[语言文字—英语] G434[文化科学—教育学]