Abstract
Content and Language Integrated Learning (CLIL) is regarded as an innovative form of education in response to the demands and expectations of the modern age. CLIL is not easy to apply and it requires considerable effort to put into practice. The teacher is an important factor in processing the CLIL classroom; therefore, it is important that the teachers are trained and qualified in CLIL concepts. CLIL is generally recognized in collaboration of subject teachers and language teachers means that teachers combine and integrate their subject knowledge. However, in this study 19 EFL pre-service teachers were trained for CLIL without any collaboration with subject teachers. The aim of this paper is to investigate strategies that EFL pre-service teachers used and challenges they faced during CLIL implementation. Article visualizations:
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