Expertise in the topic of the proposed project
Now one of the leading world experts in CLIL, Do started her career as a French and Russian teacher in secondary schools in the UK. She had been inspired by negative role models in her own experiences as a language learner And wanted to instigate a vision for language learning which was interactive and meaningful. Hence she developed immersion approaches to class-linking to ensure that languages were brought alive for all learners. After working with FL and CLIL in 5 secondary schools (UK and France) over 16 years, she became a lecturer and teacher trainer at the University of Nottingham. Here she set up the first university validated pre-service teacher education programme for CLIL in the UK for teachers of Science, History and Geography to teach through the medium of French, German and Spanish. Her quest for CLIL to be rooted in languages other than English remains with recent collaborative research with colleagues in Australia. Her own doctoral thesis focussed on interactions in CLIL classrooms.
As one of the founder members of the early European CLIL pioneer group, Do has worked closely on European CLIL projects and networks for the last 15 years. During this period, she has developed a conceptual/theoretical framework to underpin CLIL pedagogies (the 4Cs Framework) which is now used across many European countries and beyond to guide CLIL in-service training including lesson planning and materials design. See for example: http://phobos.xtec.cat/cirel/cirel/index.php?option=com_content&view=article&id=119&Itemid=125
Her vision is to achieve the highest quality of learning in CLIL classrooms and works alongside CLIL learners themselves as well as teachers (e.g. STARS - students and teachers as researchers) in a wide range of class-based inquiry projects. Her key areas of interest lie in understanding the components of motivating and challenging CLIL environments. Do has written extensively in both academic and professional fields. Her theoretical and practical work in CLIL pedagogies makes her one of the leaders in the field. She is invited to speak across all continents as an advisor, trainer and consultant. Do currently leads the Masters Programme in PluriLingual Education (CLIL) at the University of Aberdeen and is supervising four doctoral theses in CLIL (students from Belgium, the Netherlands, Brunei and Spain). She has recently been involved in two European Doctorates in CLIL (Italy and Spain).
Coyle, D., Hood, P., Marsh, D. 2010 Content and Language Integrated Learning Cambridge: Cambridge University Press
- Book Chapter (internationally refereed)
Coyle, D (2011) Post-method pedagogies: Using a second or other language as a learning tool in CLIL settings in Zarobe, Y.R.; Sierra, J.M., and Puerto, F.G.(Ed) Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Bern: Peter Lang
Coyle, D (2010) Chapter 3, Language Pedagogies Revisited: alternative approaches for integrating language learning, language using and intercultural understanding in Miller, J., Kostogriz, A and Gearon, M (eds) Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers Ontario: Multilingual
- Matters UK Report/National Guidelines for CLIL [policy~practice]
Coyle, D., Holmes, B., King, L. 2009 National Guidelines for CLIL DCSF (Languages Company for UK Ministry)
Coyle, D. 2007 Content and Language Integrated Learning: towards a connected research agenda for CLIL pedagogies in International Journal of Bilingual Education and Bilingualism vol 10 (5)