New Project: Language vs. Content Dispositional Orientations to CLIL in Practice

This year the CLIL Teacher Education Lab will commence a new MGSE Seed Funded Project: Language vs. Content Dispositional Orientation to Content and Language Integrated Learning (CLIL) in Practice.

This project builds on the ARC Discovery Project Social justice dispositions informing teachers’ pedagogy in advantaged and disadvantaged secondary schools (Gale, Cross, & Mills) that uses Bourdieu’s concept of disposition to explain how teachers differently inflect responses to similar incidents, through recurring tendencies that shape practice in relation to social justice: while one teacher may feel hopelessness and ”resigned”, another may see opportunities to galvanise action and “make a difference”.

Using disposition to analyse pedagogic practice, this project aims to identify, characterise, and understand the impact of different dispositional sense-making frames teachers bring to CLIL—a preponderance towards either content or language—and subsequent implications for pedagogic knowledge that informs CLIL teacher education and CLIL teacher professional learning.

Project Lab Members