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.
關聯:
教育實踐與研究=Journal of Educational Practice and Research 34(1)，頁91-120
