Abstract
Content and language integrated learning (CLIL) is a dual-focussed approach that promotes the learning of curricular content in tandem with an additional language, usually English. Since its inception in the 1990s in Europe, CLIL provision has increased considerably not only in Europe but also in other contexts, such as Latin America, given its purported benefits in terms of motivation, cognitive skills development, and language awareness. However, little is known about how future teachers, i.e. pre-service teachers, are trained to teach through CLIL. This article aims to address this gap by describing how we – two CLIL teacher educators based in Argentina and Spain – offer CLIL courses. Through duoethnography, we show how we plan and implement CLIL input and what lessons we have learnt drawing on reflective practice in interaction. Analysis of our interaction illustrates how CLIL is conceived and operationalized and what CLIL competences are prioritized in our practices. Pedagogical implications are included.
Highlights
The field of English language teacher education (ELTE) continues to grow as the number of learners rises across contexts and levels of education (Walsh and Mann, 2020)
Supported in dialogic introspection (Bukart, 2018), in the sections below we engage in heuristic reflection of our professional experience as content and language integrated learning (CLIL) teacher educators in Argentina and service ELTE programmes embrace CLIL as content-driven (Spain), respectively
Since our aim was to describe the cartography of CLIL teacher education at pre-service level, we engaged in lengthy conversations of how wedesigned the course over the years as we gained experience and CLIL knowledge drawn from publications, courses, and conferences
Summary
The field of English language teacher education (ELTE) continues to grow as the number of learners rises across contexts and levels of education (Walsh and Mann, 2020). With this growth, educational systems around the world are under constant pressure to prepare future teachers who can offer context-responsive pedagogies informed by different language learning approaches. Little is known about how pre-service ELTE programmes prepare future teachers to implement CLIL in different contexts (Guo et al, 2019)
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