Twenty-five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable…

This case study explored three Taiwanese elementary school English teachers' pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers' designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of…

Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors…

In this study, the authors address the case of STEM (science, technology, engineering, mathematics) content teachers in an English medium instruction (EMI) environment in Kazakhstan to argue that the professional needs and identities of these teachers are considerably different than the specialist English teachers who teach English language skills…

The emergence of innovative technologies and their increased integration in education, especially after the COVID-19 pandemic, has popularized the concept of technological pedagogical content knowledge (TPACK) in the educational field. The aim of this study is to determine whether technology-enhanced content and language-integrated learning…

In this article, we will report on an exploratory, qualitative study investigating the professional subjective wellbeing (SWB) of secondary school Content and Language Integrated Learning (CLIL) teachers in Austria from an ecological perspective. The aim is to better understand how the SWB of these teachers is shaped by different levels of their…

Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new…

Social justice and critical pedagogies have become an increasingly important focus in language education in recent years. Although instructional and professional development resources are increasingly available, little is known about how language teachers understand social justice and related pedagogies, particularly in postsecondary contexts.…

This paper presents the results of a research into the foreign teachers' attitudes towards the first foreign language (FL 1) teaching according to the CLIL approach. The first foreign language teachers (FL 1 teachers) should have carried out their FL 1 lessons using the CLIL approach. The results of the twelve interviews: teachers agree upon the…

The present study is a mixed methods approach that explores subject teachers' views on teaching sciences in English in a context where English is a foreign language, as well as how different teaching philosophies and school atmosphere may influence their work in bilingual science classes. The study was conducted with high school teachers from two…

The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University…

Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers' views on CLIL design,…

This qualitative interview study focuses on CLIL (Content and Language Integrated Learning) teacher agency in three European contexts, Austria, Finland and Andalusia, Spain. The aim of the study is to understand how individual CLIL teachers experience their agency when encountering challenges in their work and to demonstrate the multifaceted…

Since the 1990s, CLIL has become a popular and well-established educational approach in English Language and Teaching (ELT) and has been cited for its positive learning outcomes. CLIL's rising popularity in ELT is predicated on the necessity of internationalisation and unprecedented population mobility (Nikula, Dalton-Puffer and Llinares, 2013).…

In COVID-19's 'new normal' academics have been urged to tear down subject silos and approach teaching collaboratively with renewed interest and increased urgency. An example of this can be found in curriculum-integrated academic literacy instruction which is based on the collaboration between language and content instructors. Case studies…