摘要
CLIL,which stands for Content and Language Integrated Learning,is an instructional approach that gives ample curricular and pedagogical attention to content and language outcomes in multilingual educational settings.Increasingly,it is heralded as a way to responsibly enact top-down English-Medium-of-Instruction(EMI)policies at the university level,where teachers and students are tasked with developing their English proficiency while remaining competitive in the international job market.However,teachers and teacher educators hoping to implement this approach in their science,technology,engineering and mathematics(STEM)content courses face significant challenges.This article serves as an introduction to a vip-edited special issue that reports on several aspects related to a project of international collaboration called Project SCILLA,an acronym for“STEM Content Integrated with Language-Learning Activities”.We first provide a brief overview of the project,which was developed and carried out in collaboration between Michigan State University and a consortium of 10 rural universities in Kazakhstan as a way to support STEM educators who wish to adapt their teaching practices to Kazakhstan’s Ministry of Education.We then offer an overview of the six articles that comprise the special issue,and call for deliberate and dialogic international collaboration as a way to support teachers responding to language policy demands.
CLIL是“内容与语言整合学习”(Content and Language Integrated Learning)的缩写,是一种在多语言教育环境中充分关注课程和教学内容及语言成果的教学法。在大学层面,教师和学生的任务是提高英语水平,同时在国际就业市场上保持竞争力,因此,CLIL越来越被视为一种负责任地制定自上而下的英语媒介教学(EMI)政策的方法。然而,希望在科学、技术、工程和数学(STEM)内容课程中实施这种方法的教师和教师教育工作者面临着巨大的挑战。本文是特刊导言,报告了与一个名为SCILLA项目(STEM课程内容与语言整合学习的缩写)的国际合作项目有关的几个方面。该项目由密歇根州立大学与哈萨克斯坦11所乡村大学组成的联合体合作开发和实施,旨在为希望根据哈萨克斯坦教育部的要求调整教学实践的STEM教育工作者提供支持。然后,我们概述了构成特刊的六篇文章,并呼吁开展深思熟虑的对话式国际合作,以此支持教师应对语言政策的要求。
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].
