Dictatorship and the Cold War in Official Chilean History Textbooks

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dc.article.number115674
dc.contributor.authorOteiza Silva Maria Teresa
dc.contributor.authorCastro, Claudia
dc.contributor.authorChristophe, B
dc.contributor.authorGautschi, P
dc.contributor.authorThorp, R
dc.date.accessioned2024-05-15T08:00:35Z
dc.date.available2024-05-15T08:00:35Z
dc.date.issued2019
dc.description.abstract© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.
dc.description.funderChilean National Research and Development Agency
dc.description.funderFondecyt
dc.description.funderANID
dc.format.extent27 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1007/978-3-030-11999-7_11
dc.identifier.eisbn978-3-030-11999-7
dc.identifier.eissn0716-0852
dc.identifier.isbn978-3-030-11998-0
dc.identifier.issn22133216 22133208
dc.identifier.scopusidSCOPUS_ID:85188884502
dc.identifier.urihttps://doi.org/10.1007/978-3-030-11999-7_11
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85663
dc.identifier.wosidWOS:000569508600013
dc.information.autorucFacultad de Letras; Oteiza Silva Maria Teresa; 0000-0001-7500-0767; 82273
dc.issue.numero1
dc.language.isoen
dc.nota.accesoSin adjunto
dc.pagina.final247
dc.pagina.inicio221
dc.publisherPALGRAVE
dc.relation.ispartofDialogo Andino
dc.revistaCOLD WAR IN THE CLASSROOM: INTERNATIONAL PERSPECTIVES ON TEXTBOOKS AND MEMORY PRACTICES
dc.rightsregistro bibliográfico
dc.subjectDISCOURSE
dc.subjectAPPRAISAL
dc.titleDictatorship and the Cold War in Official Chilean History Textbooks
dc.typecapítulo de libro
dc.volumen46
sipa.codpersvinculados82273
sipa.indexWOS
sipa.trazabilidadCarga WOS-SCOPUS;15-05-2024
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