ISSN: 2222-6990
Open access
English Curriculum Standard for Compulsory Education (2022) of China sets core competencies as the cultivation concept during its nine-year compulsory education. As a bilingual teaching of a subject with a foreign language (mainly English), Content and Language Integrated Learning (CLIL) caters for the educational needs of China. Therefore, CLIL projects are being carried out among some primary in-service English teachers. The purpose of this study was to investigate how instructors felt about their level of proficiency when teaching CLIL. Two instructors agreed to a 30-minute interview, and participants completed an online Likert-scaled questionnaire based on the CLIL Teacher's Competence Grid. The findings showed that many in-service teachers could not understand the concept of CLIL with other comparable teaching approaches, and some of them acknowledged they needed further training due to its complexity and adaptability.
Banegas, D. L. (2014). An Investigation into CLIL-related Sections of EFL Coursebooks: Issues of CLIL Inclusion in the Publishing Market. International Journal of Bilingual Education and Bilingualism, 17(3), 345-359, DOI: 10.1080/13670050.2013.793651
Bentley K. (2010). The TKT Course CLIL Module. Cambridge: University of Cambridge. ESOL Examinations.
Briggs, J. G., Dearden, J., & Macaro, E. (2018). English Medium Instruction: Comparing Teacher Beliefs in Secondary and Tertiary Education. Studies in Second Language Learning and Teaching, 8(3), 673-696. https://doi.org/10.14746/ssllt.2018.8.3.7
Çekrezi R. (2011). CLIL and Teacher Training. Procedia Social and Behavioral Science, 15, 3821–3825.
Codo, E., & Patino-Santos, A. (2018). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy, 17, 479-499.
Cortina-Perez, B., & Rodriguez, A. M. P. (2021). Analyzing CLIL Teacher Competences in Pre-services Preschool Education. A Case Study at the University of Granada. European Journal of Teacher Education, 45(5), 670-688, DOI: 10.1080/02619768.2021.1890021
Coyle, D., Hood, P., & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Coyle, D., & Meyer, O. (2020). Quality assurance in CLIL higher education. In: Martínez Agudo JD(ed.) Quality in TESOL and Teacher Education: from a Results Culture Towards a Quality Culture. London: Routledge, 159–70.
Dale, L., Oostdam, R., & Verspoor, M. (2018). Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism, 21:3, 366-383, DOI: 10.1080/13670050.2017.1383351
Dufva, M., Vaarala, H., & Pitkanen, K. (2007). Vieraat kielet ja monikielisyys [Foreign languages and ¨ multilingualism]. In T. Siikonen & T. Ahonene (eds.), Ymmarsink ¨ o oikein? Kielelliset vaikeudet nuoruusi ¨ ass ¨ a¨ [Did I understand right? Language impairment in adolescence] (pp. 92-156). Jyvaskyl ¨ a, FIN: PS-kustannus.
Eva Codo, E., & Patin˜o-Santos, A. (2018). CLIL, Unequal Working Conditions and Neoliberal Subjectivities in a State Secondary School. Language Policy, 17, 479-499.
Halliday, M. A. K., & Matthiessen, C. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Oxford, UK: Routledge.
Jappinen, A. K. (2005). Thinking and content learning of mathematics and science
as cognitional development in content and language integrated learning (CLIL):
Teaching through a foreign language in Finland. Language and Education,19(2), 147–168.
Lo, Y. Y. (2020). Professional Development of CLIL Teachers. Singapore: Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-15-2425-7
Mahan, K. R. (2020). The Comprehending Teacher: Scaffolding in Content and Language Integrated Learning (CLIL). Language Learning Journal, 50(1), 74-88. https://doi.org/10.1080/09571736.2019.1705879
Martin, J. R., & Rose, D. (2007). Working with discourse: Meaning beyond the clause. London: Continuum.
Mi, B. F. (2015). The Development of Content and Language Integrated Learning. Modern Foreign Languages (Bimonthly),38(5), 715-724.
Pappa S. (2019). Teacher agency within the Finnish CLIL context: tensions and resources, International Journal of Bilingual Education and Bilingualism, 22(5), 593-613, DOI: 10.1080/13670050.2017.1286292
Pavon, V., and Rubio, F. (2009). Teachers’ Concerns and Uncertainties about the Introduction of CLIL Programmes. Porta Linguarum,14, 45–58.
Perez Canado, M. L. (2018). Innovations and Challenges in CLIL Teacher Training, Theory into Practice, 57(3), 1-10, DOI: 10.1080/00405841.2018.1492238
Perez, D. C., & Rodriguez, P. A. M. (2021). Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada. European Journal of Teacher Education, 45, 670-688, doi-org.6160.top/10.1080/02619768.2021.1890021
Qiao H. (2017). Problems and Countermeasures in the Training of Primary School English Teachers in Western China. Journal of Teaching and Management, 3, 25-27.
Tessa, L. M. (2012). Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project, The Language Learning Journal, 40(2), 175-192.
In-Text Citation: (Zhang & Deris, 2023)
To Cite this Article: Zhang, X., & Deris, F. D. (2023). Content and Language Integrated Learning Teacher Training for Elementary Education in China. International Journal of Academic Research in Business and Social Sciences, 13(13), 131–141.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode