Localisation of content and language integrated learning in China: tensions in teacher professional development

Abstract

ABSTRACT Unlocking the potential of Content and Language Integrated Learning (CLIL) in China’s higher education landscape has magnified the demand for teacher professional development. Beyond just implementation, teachers are tasked with localising CLIL to fit China’s unique educational context. Yet, the professional needs of Chinese CLIL teachers remain largely unexplored. Through an interpretivist lens, this study delves into the tensions faced by these educators and unveils their pressing needs. Guided by the Cultural-Historical Activity Theory, our research unveils a landscape marked by a scarcity of professional development opportunities. We dissect the findings into pivotal areas: hurdles in accessing essential tools, forging collaborations with institutional and academic partners, navigating conflicting self-expectations and institutional demands, and juggling myriad roles within educational institutions. This inquiry casts a spotlight on the intricate world of professional development for Chinese CLIL teachers, advocating for targeted solutions to address their needs.