Abstract
The national policy of bilingual education will inevitably entail a demand for content and language integrated learning (CLIL) teachers. Consequently, feasible and sustainable CLIL teacher education in Taiwan will be required. This study explored a teaching capability maturity model for CLIL teachers based on the level of maturity of teachers’ teaching capabilities. The modified Delphi method and fuzzy analytic hierarchy process were used. Purposive sampling was employed to recruit 33 interdisciplinary professional CLIL teachers. The three most important levels in the model were the basic course management, advanced course management and implementation, and initial levels. Implications of the results are discussed and suggestions for CLIL teacher education are proposed, such as emphasising the development of course management capabilities and providing teachers with practical experience in teaching content subjects.
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