CLIL teacher development: Challenges and experiences

Abstract

Content and language integrated learning (CLIL) is regarded as an innovative or alternative approach to communicative language teaching (CLT). Stakeholders, researchers, and other actors involved in teaching foreign language embrace CLIL in the hope that deficiencies in foreign language learning can be overcome so as to meet new socio-economic needs. However, CLIL is not only about benefits. This article, firstly, outlines some of its challenges and drawback particularly in reference to teachers and teacher development since other difficulties may be rooted in how teachers are prepared to respond to the new issues that CLIL seems to raise. Secondly, it describes pre- and in-service CLIL teacher development opportunities partly based on personal experiences at the University of Warwick as well as other personal experiences of workshops in Argentina. Finally, the article suggests possible ways of incorporating a CLIL understanding in Argentina as an example of an EFL context.