Student-teachers’ understanding of language teaching through the CLIL Language Triptych
Banegas D.L. Montgomery D.P. Raud N.
February 2025Elsevier Ltd
Learning and Instruction
2025#95
Background: Content and language integrated learning (CLIL) continues to garner attention as its implementation spreads around the globe. As (language) teachers increasingly prepare for CLIL practice, the role of CLIL conceptual frameworks on student-teachers’ education has become an important lever teacher educators can pull. Aim: This study investigated student-teachers’ understanding and use of Coyle et al.’s (2010) Language Triptych to plan and deliver CLIL-oriented lessons as part of their placement. Sample: The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina. Method: Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews. Results: Thematic analysis demonstrated that the student-teachers understood and employed the Language Triptych as a teaching organising tool not only for CLIL but for language teaching in general. They also utilized it as a programme-based teacher learning catalyst to make sense of other core contents (e.g., systemic functional linguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching). Conclusion: The Language Triptych is a potentially powerful lens that facilitates professional awareness.
CLIL , Language awareness , Language Triptych , Systemic functional linguistics , Teacher education
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Moray House School of Education and Sport, University of Edinburgh, Holyrood Rd, Charteris Land CL 4.07E, Edinburgh, EH8 8AQ, United Kingdom
Graduate School of Education, Nazarbayev University, 53 Kabanbay Batyr Ave, Astana, 010000, Kazakhstan
Narva College of the University of Tartu, Narva, Vestervalli 8-4, 20307, Estonia
Moray House School of Education and Sport
Graduate School of Education
Narva College of the University of Tartu
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