淡江大學機構典藏:Item 987654321/122353
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/122353


    Title: Becoming a CLIL Teacher in Higher Education: A Preliminary Investigation in Asia
    Other Titles: 學習成為高等教育體系中的CLIL教師：以亞洲教師為個案研究
    Authors: 李佳盈
    Keywords: content and language integrated learning (CLIL);English as an additional Language;higher education;teacher training
    Date: 2021-06
    Issue Date: 2022-03-04 12:11:55 (UTC+8)
    Abstract: 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.
    Relation: 教育實踐與研究=Journal of Educational Practice and Research 34(1)，頁91-120
    Appears in Collections:[Graduate Institute & Department of Business Administration] Journal Article

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