Validation of a Scale to Assess Regional Variations in Attitudes Towards a Professional Developmen Programme to Learn the English Language for Teachers of Biology, Chemistry, Physics and Informatics
Аннотация
The present paper describes research to record secondary school teachers’ attitudes towards the initiative to teach certain subjects in English in Kazakhstan two years before the full roll-out of the
nationwide reform. All participants were teachers of Biology, Chemistry, Physics or Informatics who were commencing a Professional Development Programme (PDP) to learn beginners’ level English
and basic subject content in English. The research adopted established conceptual frameworks of teaching subject content through a second language (Content Language Integrated Learning, CLIL)
to develop a baseline survey to measure and provide insight as to regional differences in teacherattendees’ attitudes to elements of CLIL. The theoretical framework suggested a list of items that
were then examined through exploratory factor analysis to indicate how well the theoretical framework applied. As anticipated, three sub-scales to represent three aspects of attitudes towards CLIL
emerged: external factors such as permitted flexibility and overall coherence in the system (context); learning expectations in the classroom; and, checking of learning and communication in the
classroom. Results showed that there were no significant regional differences in attitudes towards external elements to the initiative but there were regional differences around Kazakhstan in terms
of teachers’ expectations of their pupils’ learning as well as attitudes towards checks on learning and communication due to the initiative of using English as a medium of instruction. These results
of the survey are discussed in relation to the local proficiencies in English education, represented crudely by regional entries and performances by school-leavers in end-of-school tests. An alternative
explanation for regional differences in the attitudes of those commencing a PDP programme is also presented.
Key words: Professional Development Programme, CLIL, teachers’ attitude, English as the medium of instruction.
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