This study explores the developmental course of training to become a content and language integrated learning (CLIL) practitioner in higher education. Thirteen in-service teachers (five Japanese, four Taiwanese, two Chinese, one Filipino, and one Thai) wholly new to the CLIL approach received an intensive fortnight’s training in CLIL. The training, following the CLIL model, started by introducing the theory, rationale and foundations of CLIL and concluded with a mini-CLIL teaching session from each teacher. Two quantitative surveys and a qualitative semi-structured survey yielded data on the trainees’ experiences as course members. The results show that the teachers generally approved of CLIL, endorsing its effectiveness more than its efficiency. The teachers’ self-confidence in English skills and their past teaching experiences seemingly affected their belief in CLIL’s practices. Finally, the teachers revealed some challenges in implementing CLIL in general, in higher education, and in their specific culture-education contexts. The study made important contributions in the field, with its findings serving as valuable references for higher education, teacher-training programs, and interested teachers.
|
Becoming a Teacher of CLIL in Higher Education: A Pilot Study in Asia
Download
