Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study

Figures & data

Table 1. The cases.

Case	1	2	3
Location	Argentina	Colombia	Ecuador
Programme & duration	English language teacher education 4 years	Science teacher education 4 years	English teacher education 4 years
Data collection/academic years	2020 2021	2019–2020 2020–2021	2019–2020 2020–2021
Participants	2 teacher educators: Amaia and Belinda 20 student-teachers (e.g. Chiara and Graciana)	2 teacher educators: Diana and Carlos 15 student-teachers (e.g. Gabriel)	1 teacher educator: Eliana 23 student-teachers (e.g. Melania)

Figure 1. Lesson analysis guide.

Figure 2. Extract from a lesson plan on artist Lola Mora.

Figure 3. Glossary of language terms used by Carlos.

Figure 4. Article abstract (extracted from Ng, 2021).

Figure 5. Coursebook page (extracted from Tiger Time 6, Macmillan).

Figure 6. Activities on talking about climate change.

Figure 7. TLA for CLIL teacher education.

Ng, C. (2021). What kind of students persist in science learning in the face of academic challenges? Journal of Research in Science Teaching, 58(2), 195–224. https://doi.org/10.1002/tea.21652

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