Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland

Smala, Simone (2014) Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland. Language Learning Journal, 42 2: 195-208. doi:10.1080/09571736.2014.889510

Author Smala, Simone
Title Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland
Journal name Language Learning Journal   Check publisher's open access policy
ISSN 1753-2167
Publication date 2014
Year available 2014
Sub-type Article (original research)
DOI 10.1080/09571736.2014.889510
Open Access Status
Volume 42
Issue 2
Start page 195
End page 208
Total pages 14
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2015
Language eng
Abstract This study presents an insight into content and language integrated learning (CLIL) practices in the Australian state of Queensland. The article comprises four main sections. The first section outlines the context of CLIL in Australia and Queensland; there follows a brief review of the literature on stakeholders in CLIL programmes, such as programme directors, teachers and parents; a third section presents the methods used in the study; and finally a summary of the findings will be presented. Based on semi-structured interviews, the research set out to uncover the views of programme directors of 11 different CLIL programmes regarding their pedagogical decisions and contextual experiences in a societal climate that tolerates but does not prioritise the study of second languages. The article concludes that CLIL programmes exist as individual programmes without an umbrella organisation supporting them and that, as a consequence, there is a necessity and mentality amongst programme directors to fulfil more roles than just those of leading teachers, including advocacy, recruitment and coordination of translations for teaching units. The article makes two claims: that stakeholder agency in CLIL programmes in Queensland is characterised by a 'sole fighter mentality'; and that this mentality is fostered not only by a generally marginalised role assigned to second language learning but also by contextual factors that merge language learning with language maintenance concerns in many of the existing CLIL programmes.
Keyword Content and language integrated learning (CLIL)
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Education Publications
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