Speaker
Description
This study investigates Content and Language Integrated Learning (CLIL) teachers’ (CLILTs) and English as a foreign language teachers’ (EFLTs) preparedness for dual-focused instruction and collaboration in CLIL classrooms. Although CLILTs should take on the dual responsibility of content and language teachers, CLILTs and EFLTs are educated to teach either nonlinguistic subjects or English, respectively. Therefore, it is argued that EFL teacher education programs should revise and expand their knowledge-base to develop EFLTs’ competencies for CLIL.
Summary
This qualitative case study examines Content and Language Integrated Learning (CLIL) teachers’ (CLILTs) and EFL teachers’ (EFLTs) preparedness for dual-focused instruction, and the challenges they encounter. The data revealed that CLILTs and EFLTs are not prepared for implementing the dual objective of CLIL, and teach either content or English, respectively. It is argued that, to bridge the CLILT/EFLT competencies gap, the core knowledge-base of EFL teachers should be expanded to include competencies for bilingual education.
| Teaching Context | College and university education |
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