Student-teachers' understanding of language teaching through the CLIL Student-teachers' understanding of language teaching through the CLIL Language Triptych Language Triptych

Background: Content and language integrated learning (CLIL) continues to garner attention as its implementation 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 conspreads 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. ceptual 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 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. 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 Sample: The participants were 32 student-teachers completing an initial English language teacher education programme in Argentina. programme in Argentina. Method: Framed as a qualitative study, data were collected through forum discussions, classroom observations, Method: Framed as a qualitative study, data were collected through forum discussions, classroom observations, and (stimulated recall) interviews. and (stimulated recall) interviews. Results: Thematic analysis demonstrated that the student-teachers understood and employed the Language 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 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 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 unlinguistics), and as a professional knowledge expander since the Triptych allowed them to articulate new understandings (e.g., the multispatiality of language teaching). derstandings (e.g., the multispatiality of language teaching). Conclusion: The Language Triptych is a potentially powerful lens that facilitates professional awareness. Conclusion: The Language Triptych is a potentially powerful lens that facilitates professional awareness.