Acceso usuarios
Yuen Yi Lo, Weijun Tim Liang
In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers’ language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language teachers is argued to be effective in enhancing teachers’ language awareness and strategies of integrating content and language teaching. This study explored this by investigating 12 secondary schools in Hong Kong which implemented partial or full English Medium Instruction, with a specific focus on how cross-curricular collaboration was implemented, and whether this may have promoted teachers’ language awareness and practices. With questionnaires, interviews, classroom observations and artefacts, the study observed that teachers were generally aware of the difficulties students encountered when learning content subjects through English, and content subject teachers tended to recognise their roles of incorporating language teaching into content lessons. Such self-reported language awareness was corroborated by the various strategies integrating content and language teaching in the observed lessons. These findings demonstrate a cyclic relationship between cross-curricular collaboration and teachers’ language awareness – teachers’ language awareness is essential to make cross-curricular collaboration happen, and it is further reinforced after teachers collaborate with each other.
在雙語教育課程中, 教師, 尤其是學科教師, 在幫助學生同時掌握學科知識和目標語言方面發揮著重要作用。在這方面, 教師的語文認知至關重要, 因為這將影響他們的教學實踐。學科老師與語文教師之間的跨學科協作被認為可以有效地提高教師的語文認知以及內容與語文結合的教學策略。本研究通過調查香港12所實施部分或全部英語授課的中學來探討它們如何實施跨學科協作, 以及這是否可以促進教師的語文認知和教學實踐。通過問卷調查、訪談、課堂觀察和收集學校文件, 本研究發現教師普遍意識到學生以英語學習學科時遇到的困難, 學科教師一般認同他們將語言教學融入學科課程的角色。這種自我報告的語文認知也展現在課程中整合內容和語言教學的各種策略。這些研究發現表明, 跨學科協作與教師語文認知之間存在相輔相成的關係, 換言之, 教師的語文認知有助推動跨學科協作, 並且在教師協作後會進一步加強。
