Content and Language Integrated Learning for Teaching the Theoretical Language of Sociology of Education to Preservice Teachers: A Quasi-Experimental Study

Jia-Li Huang; Chia-Ying Wu

doi:10.6209/JORIES.202206_67(2).0009

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P243 - 268

社会科学 > 教育学

DOI： 10.6209/JORIES

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Content and Language Integrated Learning for Teaching the Theoretical Language of Sociology of Education to Preservice Teachers: A Quasi-Experimental Study

内容与语言整合性学习原则融入职前教师之教育社会学课程教学：准实验研究

黄嘉莉(Jia-Li Huang) ；武佳滢(Chia-Ying Wu)

教育科学研究期刊； 67 卷 2 期 (2022 / 06 / 01) ， P243 - 268

英文 DOI： 10.6209/JORIES.202206_67(2).0009

content and language integrated learning ； preservice teachers ； sociology of education ； Taiwan ； teacher education ；内容与语言整合性学习；职前教师；教育社会学；台湾；师资培育

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摘要 │ 参考文献 (69) │ 国际计量

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In this study, the principles of content and language integrated learning (CLIL), used for teaching a foreign language, were applied to teaching a theoretical language and the sociology of education (SOE). A quasi-experimental design with a nonequivalent group was employed, and 118 students aged 20-24 years were recruited from a teacher education program at a Taiwanese university and assigned to one of two groups: the experimental group comprised 58 students, and the control group comprised 60 students. The experimental group taught SOE integrating CLIL principles, including strengthening the connection to specific terminology, mind mapping involving communication and problem solving, interactive response systems, and team discussions on the terminology in context. The preservice teachers' final examination was used to establish validity, and a self-developed questionnaire was collected and analyzed to understand the participants' perceptions of SOE learning and the integration of CLIL into teaching. A t test and correlation analysis were applied to the examination scores. The t test verified that the scores for the two groups differed significantly (t = -2.383, p = .019), and the mean of the score for the experimental class (= 79.81) was higher than that of the control class (= 75.08). Moreover, the mean total score of the self-developed questionnaire on a 5-point Likert scale was 3.86. The factor analysis results demonstrated that three factors had eigenvalues ＞ 1: ＂enhancing knowledge＂ (Cronbach's α = .92), ＂learning recognition＂ (Cronbach's α = .91), and ＂acceptance attitude＂ (Cronbach's α = .73). A Pearson r analysis demonstrated moderate correlations among the three factors. The results revealed that integrating the principles of CLIL into the teaching of SOE had a significant effect on preservice teachers' learning of the theoretical language. Moreover, they positively perceived the enhancement of SOE knowledge, recognition, and acceptance through CLIL. This study highlights that CLIL can be applied to the teaching of a theoretical language and contribute to our understanding of SOE learning.

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参考文献 ( 69 ) 〈TOP〉

Barr, S., Eslami, Z. R., & Joshi, R. M. (2012). Core strategies to support English language learners. The Educational Forum, 76(1), 105-117. https://doi.org/10.1080/00131725.2011.628196
连结：
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-754. https://doi.org/10.1016/S0742-051X(00)00023-8
连结：
Borràs, E., & Moore, E. (2019). The plurilingual and multimodal management of participation and subject complexity in university CLIL teamwork. English Language Teaching, 12(2), 100-112. https://doi.org/10.5539/elt.v12n2p100
连结：
Chang, C.-C. (2016). Development of Taiwan’s sociology of education disciplines architecture seen from the textbook content. Educational Research Quarterly, 62(4), 113-153. https://doi.org/10.3966/102887082016126204004
连结：
Costa, R. S., Medrano, M. M., Ostáriz, P. L., & Moreno-Tuerrero, A. (2020). How to teach pre-service teachers to make a didactic program? The collaborative learning associated with mobile devices. Sustainability, 12(9), 3755. https://doi.org/10.3390/su12093755
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