Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

Nhlanhla Mpofu; Mncedisi C Maphalala

doi:10.17323/jle.2021.11644

Нхланхла Мпофу Родосский университет https://orcid.org/0000-0002-1743-6164
Мнчедиси К Мафалала Северо-Западный университет https://orcid.org/0000-0002-1078-1985

DOI: https://doi.org/10.17323/jle.2021.11644

Ключевые слова: CLIL, учителя-предметники, английский язык в рамках учебной программы (EAC), средние школы, Южная Африка

Аннотация

В данной статье рассматриваются взгляды учителей-предметников на внедрение подхода Английский язык в учебном плане (English Across the Curriculum, EAC) в классах средней школы. В Южной Африке подход EAC является частью школьной программы с 2014 года, однако на сегодняшний день существует мало исследований, посвященных изучению того, как учителя средних школ применяют этот подход. В 2017 году Министерство базового образования ЮАР сообщило, что учителя средних школ не используют этот подход, не указав, почему так происходит. Чтобы представить мнения учителей, в настоящем исследовании для изучения этого феномена были использованы теоретические знания о рефлексивном обучении. Мы провели качественное внутреннее тематическое исследование, в ходе которого изучили взгляды 15 учителей средних школ на внедрение навыков английского языка в учебный процесс по другим предметам. Мы собирали данные, используя форму интервью для фокус-групп, подготовленную на основе модели Гиббса. Результаты показывают, что учителя-предметники имеют свои взгляды на (i) достоинства EAC в общем развитии языка, (ii) EAC как вызов для педагогических знаний о предмете, и (iii) стратегии для улучшения реализации подхода EAC. Данное исследование содержит определенные выводы для практики внедрения подхода EAC в преподавание предметов. Было обнаружено, что при внедрении EAC целесообразно использовать целевое непрерывное профессиональное развитие для учителей, преподающих предметы. Во-вторых, необходимо наладить партнерские отношения между учителями английского языка для иностранцев и учителями-предметниками, поскольку такое межпредметное сотрудничество способно повысить эффективность применения подхода EAC в классах средней школы.

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