Exploring content teachers’ knowledge of language pedagogy: a report on a small-scale research project in a Dutch CLIL context

Abstract

The relationship between language pedagogy and the content and language integrated learning (CLIL) classroom is a key issue for research into CLIL. In the Netherlands, as in other European contexts, non-native speakers of a target language with a non-language teaching background teach CLIL content lessons. Whilst CLIL teachers teaching their subject through the L2 are expected to support language learning in their lessons, little is known about these teachers' knowledge of language pedagogy. This article reports on a small-scale research project in a Dutch CLIL context, which explores experienced CLIL subject teachers' practical knowledge base regarding the actions and activities for language learning in their lessons. The study draws on recent educational research which focuses on teacher knowledge of the learning processes in their classrooms. It takes Long's (2009) methodological principles (MPs) for effective language teaching as the point of reference for describing the teachers' knowledge about pedagogy supporting language learning in their CLIL lessons.