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 study investigates subject teachers' practical knowledge and teaching behaviour regarding integrated language teaching in the context of vocational education. The emphasis was on the nature of teachers' subject-specific language awareness and how they enact this awareness in their teaching practice. For this purpose, teachers in vocational…

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…

This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers' self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic,…

This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence…

The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers…

Glocalization is the local adaptation of global trends, and though it has been extensively studied in other fields, there has been a lower emphasis on it in pedagogy. Glocalization is especially relevant in education given that pedagogical approaches to language learning such as Content and Language Integrated Learning (CLIL) and English as a…

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and…

Dual language and immersion (DLI) instruction at the secondary level is a particular challenge, as teachers are tasked with teaching abstract, cognitively complex content while supporting students in continuing to develop their partner language proficiency. This content and language integration requires a unique skill set and knowledge base, but…

This study explores the implementation of an adapted form of Content and Language Integrated Learning (CLIL) in primary schools as it is utilized to support the teaching of English to young learners (TEYL) in Indonesia. Three teachers of well-established public primary schools in one of the municipalities of East Java province participated in the…