What Happens to CLIL Teachers in Classrooms After Professional Development? A Transformation of Conceptualising CLIL Approach and Language Instructional Strategies

Content and language integrated learning (CLIL) has been widely adopted as a teaching method to promote bilingual education globally. Yet, the literature focuses heavily on learners’ experiences in Western contexts, resulting in an absence of knowledge of teachers’ perspectives within Asian CLIL classrooms. This gap provides the impetus for this study, which employed a longitudinal case study approach to explore the experiences of Taiwanese CLIL teachers facilitating a primary/secondary school bilingual programme. Qualitative data of in-depth interviews were collected from multiple advisory observations conducted by CLIL advisors across a year. The findings of this study provide practical implications by conceptualising a three-layer dimension consisting of the micro, meso, and macro, which transforms teachers’ attitudes and practices after professional CLIL training. Also, teachers were found to adopt effective language instructional strategies to enhance learning in CLIL classrooms for Taiwanese contexts.