Abstract
The article investigates traces of language (de)fossilization in a group of CLIL teachers. The data collected comes from an online self-check list including the most popular linguistic “troublemakers” Polish users of English experience on a daily basis based on an inventory compiled by Wysocka (2009). The sample consists of 10 teachers from two bilingual secondary schools in Upper Silesia, Poland. Each respondent is described in terms of their linguistic strengths and weaknesses and then an attempt is made to assess the level of their (de)fossilization, distinguishing three different concepts, namely fossilized language or emergent fossilization, localized fossilization or suspended competence and (de)fossilized language. Finally, some possible areas for future research are suggested.
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