Flourishing or floundering? Factors contributing to CLIL Primary Teachers’ Wellbeing in Austria
Abstract
CLIL approaches to teaching are part of the general increase in plurilingual approaches to education. Recent work on CLIL in primary education has shown how demanding this can be for teachers. To better understand the nature of these challenges and their potential impact on teacher wellbeing, this study investigated the situation of CLIL primary teachers in Austria. Data were collected via in-depth interviews and coded in an inductive manner using QCAmap software. The analysis of the data revealed that despite considerable individual variation in terms of how CLIL was put into practice, all the wellbeing of all of the teachers’ in this study appeared to be threatened by a lack of teaching material, negative public perceptions of teachers generally, low societal appreciation of primary teachers specifically, and language-related challenges in teaching CLIL. In contrast, the teachers’ relationships with their students and their conviction in the CLIL approach seemed to contribute positively to their sense of wellbeing in their professional roles. We conclude with some considerations for practice to ensure all primary CLIL teachers flourish in their professional roles.
Keywords
CLIL, Austria, wellbeing, primary teachers.References
Aelterman, A., Engels, N., Van Petegem, K.,& Verhaeghe, J. P. (2007). The well‐being of teachers in Flanders: the importance of a supportive school culture, Educational Studies, 33(3), 285-297.
https://doi.org: 10.1080/03055690701423085
Aguilar, M., & Rodríguez, R. (2012). Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism, 15(2), 183-197.
https://doi.org/10.1080/13670050.2011.615906
Alarcao, I., Andrade, A., Araújo, M., Melo-Pfeifer, S., & Santos, L. (2009). Intercompréhension et plurilinguisme: (re)configurateurs épistemologiques d’une didactique des langues? Etudes de Linguistique Appliquee: Revue de Didactologie des Langues-cultures et de Lexiculturologie, 153, 11-24.
https://doi.org/10.3917/ela.153.0011
Andrews, H. A. (2011). Supporting Quality Teaching with Recognition. Australian Journal of Teacher Education, 36(12).
http://dx.doi.org/10.14221/ajte.2011v36n12.5
Ball P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford: Oxford University Press.
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. McKinsey & Company.
Beauchamp, C.,& Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–89.
https://doi.org/10.1080/03057640902902252
Betoret, F. D. (2009). Self‐efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: a structural equation approach, Educational Psychology, 29(1), 45-68.
https://doi.org: 10.1080/01443410802459234
Borman, G. D.,& Dowling, M. (2008). Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research. Review of Educational Research 78(3). 367-409.
https://doi.org: 10.3102/0034654308321455
Bortz, J.,& Döring, N. (2009). Forschungsmethoden und Evaluation für Human- und Sozialwissenschaftler (4th ed.). Heidelberg: Springer Medizin Verlag.
Bovellan, E. (2014). Teachers’ Beliefs About Learning Content and Language Integrated Learning (CLIL). (Doctoral dissertation). University of Jyväskylä, Jyväskylä, Finland. Retrieved from https://pdfs.semanticscholar.org/f567/5223212fe0ebcc0391adcc89bfff307e17e8.pdf
Briner, B.,& Drewberry, C. (2007). Staff wellbeing is key to school success. A research study into the links between staff wellbeing and school performance. Worklife Support Ltd. Retrieved from www.worklifesupport.com.
Brosius, H.-B., Haas, A., & Koschel, F. (2012). Methoden der empirischen Kommunikationsforschung. Eine Einführung. Wiesbaden: Springer VS.
https://doi.org/10.1007/978-3-531-94214-8
Bruton, A. (2011). Is CLIL so beneficial, or just selective? Re-evaluating some of the research. System, 39(4), 523-532.
https://doi.org/10.1016/j.system.2011.08.002
Buchholz, B. (2007). Facts & Figures im Grundschul-Englisch. Eine Untersuchung des verbindlichen Fremdsprachenunterrichts ab der ersten Klasse an österreichischen Volksschulen. Wien: Lit Verlag GmbH & Co. KG.
Bundesministerium für Unterricht, Kunst und Kultur (BMUKK; nunmehr Bundesministerium für Bildung und Frauen [BMBF]). (2012). Lehrplan der Volksschule. BGBl. Nr. 134/1963 in der Fassung BGBl. II Nr. 303/2012 vom 13. September 2012. Retrieved from https://www.bmbf.gv.at/schulen/unterricht/lp/lp_vs_gesamt_14055.pdf
https://doi.org/10.1524/9783050085036.118
Burmeister, P., & Pastemak, R. (2007). Exciting and dangerous…Das Thema “Fire” im fremdsprachlichen Sachfachunterricht. Grundschule. 39(4), 36-40.
Byrne, B. M. (1999). The nomological network of teacher burnout: A literature review and empirically validated model. In R. Vandenberghe,& A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 15-37). New York, NY, US: Cambridge University Press.
https://doi.org/10.1017/cbo9780511527784.003
Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490.
https://doi.org/10.1016/j.jsp.2006.09.001
Chaplain, R. P. (1995). Stress and Job Satisfaction: a study of English primary school teachers, Educational Psychology, 15(4), 473-489.
https://doi.org:10.1080/0144341950150409
Clear, J. (2005). The problems a German higher education institution faces when offering courses conducted in English. In M. Motz (Ed.). Englisch oder Deutsch in internationalen Studiengängen? (pp. 193-202). Frankfurt am Main: Peter Lang.
Codó, E., & Patiño-Santos, A. (2018). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy, 17(4), 479-499.
https://doi.org/10.1007/s10993-017-9451-5
COM: European Commission. (2009). Early language learning in Europe. Facts & figures and FAQs. Memo/09/415. Brussels: European Commission. Retrieved from http://europa.eu/rapid/press- release_MEMO-09-415_en.htm?locale=en (2014, Oct. 22).
Coonan, C. M. (2007). Insider views of the CLIL class through teacher self-observation-introspection. International Journal of Bilingual Education and Bilingualism, 10(5), 625–646.
https://doi.org/10.2167/beb463.0
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
Creswell, W. J., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130.
https://doi.org/10.1207/s15430421tip3903_2
Dafouz, E., & Guerrini, M. C. (Eds.). (2012). CLIL across educational levels: Experiences from primary, secondary and tertiary contexts. Madrid: Richmond Publishing.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) classrooms. Amsterdam: John Benjamins Publishing Company.
https://doi.org/10.1515/iprg.2009.021
Dalton-Puffer, C., & Smit, U. (Eds.). (2007). Empirical perspectives on CLIL classroom discourse. Frankfurt: Peter Lang.
https://doi.org/10.3726/978-3-653-01829-5
Dalton-Puffer, C., Faistauer, R., & Vetter, E. (2011). Research on language teaching and learning in Austria (2004-2009). Language Teaching, 44, 181-211.
https://doi.org/10.1017/s0261444810000418
Day, C., & Qing, G. (2009). Teacher emotions: Wellbeing and effectiveness. Advances in teacher emotion research. Boston: Springer, 15-31.
https://doi.org/10.1007/978-1-4419-0564-2_2
Diekmann, A. (2013). Empirische Sozialforschung. Grundlagen, Methoden, Anwendung. Reinbek bei Hamburg: Rowohlt Verlag.
Diener, E. (1984). Subjective well-being. Psychological bulletin, 95(3), 542-575.
https://doi.org/10.1037//0033-2909.95.3.542
Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D., & Oishi, S. (2017). Findings all psychologists should know from the new science on subjective well-being. Canadian Psychology/psychologie canadienne, 58(2), 87-104.
https://doi.org/10.1037/cap0000063
Diener, E., Lucas, R. E., & Oishi, S. (2002). Subjective Well-being: The Science of Happiness and Life Satisfaction. In C.R. Synder,& S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 63-73). Oxford: Oxford University Press.
https://doi.org/10.1093/oxfordhb/9780195187243.013.0017
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 203-229.
https://doi.org/10.1191/136216898668159830
Duckworth, A. L., Quinn, P. D., & Seligman, M. E. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4(6), 540-547.
https://doi.org/10.1080/17439760903157232
European Commission. (2003). Promoting language learning and linguistic diversity: An action plan 2004–2006, 1–29. Retrieved from http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf
European Parliament. (2001). The 2001 charter of fundamental rights of the European Union.
Eurydice. (2006). Content and language integrated learning at school in Europe. Retrieved from http://eacea.ec.europa.eu/education/eurydice/thematic_studies_archives_ en.php
Farrell, T. S. C. (2016). Surviving the transition shock in the first year of teaching through reflective practice. System, 61, 12-19.
https://doi.org/10.1016/j.system.2016.07.005
Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594-610.
https://doi.org/10.1177/1362168814541722
Flick, U. (2012). Qualitative Sozialforschung: Eine Einführung. Reinbek bei Hamburg: Rohwolt Verlag.
Gallagher, M. (2017). Exploring Resilience and Wellbeing with Mid-career Primary Teachers in Aotearoa/New Zealand: A Strengths-Based Approach. (Master thesis). University of Otago, Dunedin, New Zealand.
https://doi.org/10.26473/atlaanz.2015.1.1/001
Gierlinger, E. (2007). Modular CLIL in lower secondary education: some insights from a research project in Austria. In C. Dalton-Puffer,& U. Smit (Eds.), Empirical Perspectives on CLIL Classroom Discourse (pp. 79-118). Frankfurt am Main: Peter Lang.
https://doi.org/10.3726/978-3-653-01829-5/5
Gruber, M.-T. (2017). PrimA-CLIL: Multiple Stakeholders’ Perceptions of CLIL and its Implementation at the Primary School Level in Austria. (Doctoral dissertation). University of Graz, Graz, Austria.
Hiver, P. (2016). Tracing the signature dynamics of language teacher immunity (Doctoral dissertation). University of Nottingham, Nottingham, UK. Retrieved from http://eprints.nottingham.ac.uk/33626/
Hiver, P. & Dörnyei, Z. (2015). Language Teacher Immunity: A Double-Edged Sword. Applied Linguistics, 1-20.
https://doi.org:10.1093/applin/amv034
Hofstadler, N., Talbot, K., Mercer, S. J.,& Lämmerer, A. (2018). The Thrills and Ills of CLIL. In Gkonou, C., Dewaele J. M.,& King J. (Eds.), Language Teaching: An emotional Rollercoaster (in press). Clevedon: Multilingual Matters.
Infante, D., Benvenuto, G., & Lastrucci, E. (2008). Integrating content and language at primary school in Italy: Ongoing experimental research. International CLIL Research Journal, 1(1), 74-82. Retrieved from http://www.icrj.eu/11/article6.html
Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2016). Promoting early career teacher resilience: A socio-cultural and critical guide to action. London: Routledge.
https://doi.org/10.4324/9781315745602
Kieschke, U., & Schaarschmidt, U. (2008) Professional commitment and health among teachers in Germany: A typological approach. Learning and Instruction 18(5), 429–437.
https://doi.org/10.1016/j.learninstruc.2008.06.005
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243.
https://doi.org:10.1348/000709905X90344.
Krey, K. (2009). Content and language integrated learning (CLIL). An introduction to didactics and methodology. Retrieved from http://www.seminar-tuebingen.de/site/pbs-bw/get/documents/KULTUS.Dachmandant/KULTUS/Seminare/seminar-tuebingen-gym/pdf/TueSem_EuroConMi_Kr.pdf
Kyriacou, C. (2001) Teacher stress: Directions for future research. Educational Review 53(1), 27–35.
Larsen, R. J., & Prizmic, Z. (2008) Regulation of emotional well-being: Overcoming the hedonic treadmill. In M. Eid,&R. J. Larsen (Eds.), The Science of Subjective Well-being (pp. 258-289). New York: Guilford Press.
Lovewell, K. (2012). Every Teacher Matters: Inspiring Well-being through Mindfulness. St. Albans: Ecademy Press.
Marsh, D., Järvinen, H.-M., & Haataja, K. (2007). Finland: Perspectives from Finland. In A. Maljers, D. Marsh,& D. Wolff (Eds.),Windows on CLIL: Content and language integrated learning in the European spotlight (pp.63-83). The Hague: European Platform for Dutch Education.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology 52(1), 397-422.
https://doi.org:10.1146/annurev.psych.52.1.397
Massler, U. (2012). Primary CLIL and its stakeholders: What children, parents and teachers think of the potential merits and pitfalls of CLIL modules in primary teaching. International CLIL Research Journal, 1(4), 36-46. Retrieved from http://www.icrj.eu/14/article4.html
Mayring, P. (2013). QCAmap: A software for qualitative content analysis. Retrieved from http://www.qcamap.org
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL. Between Towns Road, Oxford: Macmillan Publisher Limited.
Mercer S.,& Kostoulas, A. (2018). Introduction to language teacher psychology. In S. Mercer,& A. Kostoulas (Eds.), Language Teacher Psychology (pp. 1-17). Bristol, UK: Multilingual Matters.
https://doi.org/10.21832/9781783099467-005
Millonig, D. J. (2015). Integrating English as a Foreign Language in Austrian primary schools: contextual and participant perspectives (Doctoral dissertation). The Open University,Milton Keynes, UK. Retrieved from https://pdfs.semanticscholar.org/09f5/88147dfa476e1cc1494e984320f590ee8687.pdf?_ga=2.234489566.1525648438.1573396081-1545921658.1569618835
Moate, J. (2014). “A Narrative Account of a Teacher Community.” Teacher Development 18(3), 384-402.
https://doi.org:10.1080/13664530.2014.931294
O’Leary, Z. (2010). The essential guide to doing your research project. London: Sage Publications Ltd.
Pappa, S., Moate, J., Ruohotie-Lyhty, M.,& Eteläpelto, A. (2017). Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education, 65, 61-70.
https://doi.org/10.1016/j.tate.2017.03.008
Pavot, W., Diener, E., Oishi, S., & Tay, L. (2018). The cornerstone of research on subjective well-being: Valid assessment methodology. Handbook of Well-Being. Noba Scholar Handbook Series: Subjective Well-Being. Salt Lake City, UT: DEF Publishers.
https://doi.org/10.1007/978-90-481-2352-0_5
Pladevall-Ballester, E. (2018). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research, 1-22.
https://doi.org/10.1177/1362168818765877
Read, C. (2005). Is young better? English Teaching Professional, 28, 5-7.
Rixon, S. (2001). Young learners of English: Some research perspectives. London: Longman.
Rixon, S. (2013). British Council survey of policy and practice in primary English language teaching worldwide. London: The British Council.
Roffey, S. (2012). Pupil wellbeing — teacher wellbeing: Two sides of the same coin? Educational and Child Psychology, 29(4), 8-17.
Sheldon, K. M., Cheng, C., & Hilpert, J. (2011). Understanding Well-Being and Optimal Functioning: Applying the Multilevel Personality in Context (MPIC) Model, Psychological Inquiry. An International Journal for the Advancement of Psychological Theory, 22(1), 1-16.
https://doi.org/10.1080/1047840x.2011.532477
Singleton, D. (2002). The age factor in second language acquisition (2nd ed.). Clevedon: Multilingual Matters.
Singleton, D. (2003). Critical Period or General Age Factor(s)? In M. Garcia Mayo,& M. Garcia Lecumberri (Eds.), Age and Acquisition of English as a foreign language (pp. 3-23). Clevedon: Multilingual Matters.
https://doi.org/10.21832/9781853596407-002
Skaalvik, E. M., & Skaalvik, S. (2006). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(4), 518-524.
https://doi.org:10.1016/j.tate.2008.12.006
Sudhoff, J. (2010). CLIL and intercultural communicative competence: Foundations and approaches towards a fusion. International CLIL Research Journal, 1(3), 30-37.
Talbot, K., & Mercer, S. (2018). Exploring University ESL/EFL Teachers’ Emotional Well-Being and Emotional Regulation in the United States, Japan and Austria. Chinese Journal of Applied Linguistics, 41(4), 410-432.
https://doi.org/10.1515/cjal-2018-0031
Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teacher’s professional identities. Teaching and Teacher Education, 47, 1-12.
https://doi.org/10.1016/j.tate.2014.11.006
Vázquez, V. P., & Ellison, M. (2018). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Linguarum Arena:Revista de Estudos em Didática de Línguas da Universidade do Porto, 4, 65-78.
Vázquez, V. P., & Gaustad, M. (2013). Designing bilingual programmes for higher education in Spain: Organisational, curricular and methodological decisions. International CLIL Research Journal, 2(1), 82-94. Retrieved from http://www.icrj.eu/21/article7.html
Wimmer, R. (2009). A closer look at CLIL. English Teaching Professional, 64, 4-6.
Published
Downloads
Copyright (c) 2020 Gruber, M.T.; Lämmerer, A.; Hofstadler, N.; & Mercer, S.
This work is licensed under a Creative Commons Attribution 4.0 International License.
