This autoethnographic study reports on a team-teaching experience in a bilingual education class in Taiwan. For decades, governments in East Asia have promoted team teaching between a native English-speaking teacher (NEST) and a local teacher (LT) in English as a foreign language (EFL) classrooms. These programs are now expanding to include…

Content and Language Integrated Learning (CLIL) is an educational approach that integrates language learning with content teaching of subjects such as science. The CLIL approach regards culture a core component, however, science teachers often struggle to integrate a cultural component in their lessons. This study describes a pedagogical…

In the telling case presented here, the instructional practices an exemplary teacher used to scaffold fourth-grade emergent bilinguals' comprehension of a challenging informational science text are identified, analyzed, and discussed. Data sources included observation field notes, video and audio recording of 11 hours of instruction, the teacher's…

The 2006 National Science Board called for new strategies and instructional materials for teachers to better serve English Learners' (EL) needs. Bilingual Collaborative Online Projects in science were created to assist ELs' construction of science knowledge, facilitate academic English acquisition, and improve science learning. Two bilingual…

This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared…