CLIL teachers' reflections and attitudes: surviving at the deep end

• Published in: International journal of bilingual education and bilingualism Vol. 25; no. 2; pp. 571 - 584
• Main Author: Lazarevic, Nina
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 07.02.2022; Taylor & Francis Ltd
• Subjects: Bilingual education; Content and Language Integrated Learning; EFL; English (Second Language); English-medium CLIL; Foreign Countries; High School Teachers; Language of Instruction; Language Proficiency; Language Teachers; Language usage; Reflection; Science Education; Science Instruction; Second language instruction; Second language teachers; secondary education; Serbia; Teacher Attitudes; Teaching; Serbia
• ISSN: 1367-0050; 1747-7522
• DOI: 10.1080/13670050.2019.1703897

The present study is a mixed methods approach that explores subject teachers' views on teaching sciences in English in a context where English is a foreign language, as well as how different teaching philosophies and school atmosphere may influence their work in bilingual science classes. The study was conducted with high school teachers from two schools in Niš, Serbia, that have been involved in a nation-wide project of teaching science subjects in English, within a framework that is conceptualized as CLIL. The data gathered from questionnaires, a focus-group interview, and informal interviews and observations with the subject teachers show that there are several challenges that teachers meet: regarding the legal requirements, organization of CLIL instruction, teachers' language proficiency, material usage and development, and teacher development and support.