Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?

• Published in: International journal of bilingual education and bilingualism Vol. 22; no. 7; pp. 818 - 832
• Main Author: Lo, Yuen Yi
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.10.2019; Taylor & Francis Ltd
• Subjects: Beliefs; Case Studies; Content and language integrated learning; Course Content; Educational Environment; English (Second Language); Faculty Development; Foreign Countries; Integrated Activities; Intellectual Disciplines; Interdisciplinary Approach; Language; Language acquisition; Language of Instruction; Language Teachers; Learning Activities; Learning environment; Learning Experience; Mathematics Teachers; Metalinguistics; Professional development; Program Effectiveness; Science Teachers; Second Language Instruction; Second Language Learning; Student teacher relationship; Teacher Attitudes; teacher beliefs; teacher change; Teacher education; Teachers; teachers' language awareness; Teaching Methods; Hong Kong

In Content and Language Integrated Learning (CLIL) programmes, students are expected to master content knowledge and language simultaneously. The worldwide popularity of this kind of programme has called for professional development, particularly for content subject teachers who have to shoulder som...