This month we published The Psychological Experience of Integrating Content and Language edited by Kyle Read Talbot, Marie-Theres Gruber and Rieko Nishida. In this post Kyle explains how the book came about.
The three of us (Kyle, Marie-Theres, and Rieko) are all interested in the psychological factors that impact language learning and teaching. As such, we are thrilled that our edited collection, The Psychological Experience of Integrating Content and Language, has found a home as a part of Multilingual Matters’ Psychology of Language Learning and Teaching series. We happen to think that this book offers a unique perspective into what we believe is an under-researched area; namely, how learners and teachers think and feel about teaching in integrated content and language (ICL) settings (e.g. FMI/EMI, CLIL, CBI, etc.). This collection of research papers covers a diverse range of settings and educational levels and topics such as the self and identity, cognition, learner and teacher beliefs, challenges and opportunities of learning and teaching in ICL programs, well-being, and self-efficacy, as well as professional development, classroom interventions and implementations.
The idea for this collection came together quickly. Kyle and Marie-Theres were working together as part of a nationally funded research project in Austria (ÖNB fund no. 17136) with several wonderful colleagues (thanks all!). The primary focus of this research project was on teacher well-being in CLIL settings across educational levels in Austria. Essentially, we were curious as to how CLIL contexts impacted the way teachers felt about their teaching in these settings, how this affected their lives on a more holistic level, and whether they were thriving in their roles or merely rolling with the punches. The primary investigator, Sarah Mercer, presented some of the preliminary findings of this research project as part of a symposium at the PLL3 conference in Tokyo. As it happened, Rieko was also featured in that symposium and was also researching CLIL settings. Before too long we were all brainstorming about a possible edited collection to house some of the work from our various research projects.
So why did we choose to center this collection of research papers on the psychological experiences of learners and teachers in ICL contexts specifically? Put simply, we view ICL programs as forms of educational innovations. Educational innovations have the potential to be destabilizing for learners and teachers (though they can also be enriching or everything in between). We are also aware that ICL settings are rapidly expanding globally and across levels of education. In speaking to the spread of EMI in higher education specifically, Macaro, Curle, Pun, An, and Dearden (2018) suggest that, “it is hard to see anything but further expansion of EMI in HE” (p. 68). In our view, the same can be said for other ICL program types across educational levels. With this in mind, we think some urgency is needed in addressing how these programs impact the experiences of the learners and teachers and we hope this collection is a small step in that direction. We think this collection of papers will be informative for teachers who find themselves teaching in various ICL settings, researchers interested in the integration of content and language or the psychology of language learning and teaching, and policymakers who may be faced with decisions of how to implement an ICL program in their context.
In sum, we are incredibly proud of this collection and excited that it has made its way into the world. We hope that this book finds its way onto many bookshelves and serves as a spark for future ideas and research in this domain and beyond.
Kyle Read Talbot
For more information about this book please see our website.
If you found this interesting, you might also like Investigating Content and Language Integrated Learning edited by Liss Kerstin Sylvén.