This study examined upper-secondary school biology teachers in Myanmar viewed the impact of a customized CLIL teacher training model on their English language knowledge, content knowledge, and teaching skills. Before the training, a needs analysis was conducted to shape the training topics, which were then integrated into this study's training…

This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is…

There is extensive CLIL research on stakeholders' practices, integration of content and language, and pedagogies. However, limited studies report on teachers' pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It…