Professional Vulnerability in Adopting a CLIL Pedagogy at a Neoliberal Restructured University in Kazakhstan  

采用CLIL教学法的职业脆弱性——以哈萨克斯坦一所接受新自由主义改制的大学为例

作　　者：Curtis Green-Eneix Peter I.De Costa 柯蒂斯·格林-埃内克斯;彼得·I·德科斯塔2(香港教育大学,中国香港;密歇根州立大学)

机构地区：[1]The Education University of Hong Kong [2]Michigan State University

出　　处：《Chinese Journal of Applied Linguistics》2025年第1期70-89,155,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：The adoption of content and language integrated learning(CLIL)practices has expanded in recent years as higher education institutions adopt a top-down English medium of instruction(EMI)language policy in the hope of entering the international knowledge market(De Costa et al.,2022;Isidro&Lasagabaster,2019).However,research focusing on the effects of EMI policy on content teachers needing to implement CLIL,especially within trilingual contexts such as Kazakhstan,has been marginal despite drastic alterations to teachers’professional context and expectations(Karabassova,2022b).Such changes may result in teachers’feelings of professional vulnerability-an emotion that often arises when changes in professional expectations and professional context disrupt one’s professional identity and pedagogical practices(Kelchtermans,2009).Our case study focuses on the professional vulnerability experienced by a Kazakhstani in-service teacher as she negotiated a CLIL pedagogy for the first time.Relying on semi-structured interviews,recorded classroom observation,field notes,and developed material,our findings highlight how macro(e.g.,societal)and meso(e.g.,institutional)language policies can affect teachers’lived experiences and pedagogical practices within their classrooms.Lastly,we provide ways in which administrators can assist teachers in overcoming professional vulnerability as institutions adopt language policies such as CLIL.近年来,随着高等教育机构采用自上而下的英语媒介教学(EMI)的语言政策,内容与语言整合学习(CLIL)实践的实施范围不断扩大,高教机构希望借机进入国际知识市场(De Costa et al.,2022;Isidro&Lasagabaster,2019)。然而,虽然教师的专业背景和期望发生了巨大变化,有关EMI政策对需要实施CLIL的教学内容教师的影响的研究,特别是在哈萨克斯坦等三语环境中的研究,却一直处于边缘地位(Karabassova,2022b)。这种变化可能会使教师感到职业脆弱--当职业期望和职业环境的变化扰乱了教师的职业认同和教学实践时,教师往往会产生这种情绪(Kelchtermans,2009)。我们的案例研究关注的是一位哈萨克斯坦在职教师在首次尝试CLIL教学法时所经历的职业脆弱性。通过半结构式访谈、课堂观察记录、现场笔记和开发材料,我们的研究结果突出了宏观(如社会)和中观(如机构)语言政策对教师的生活经验和课堂教学实践的显著影响。最后,我们提供了管理人员在教育机构采用CLIL等语言政策时帮助教师克服职业脆弱性的方法。

关 键 词：CLIL EMOTION English medium instruction INTERNATIONALIZATION Kazakhstan 

分 类 号：H319.3[语言文字—英语]