DOI: 10.5176/2251-3566_L313.81

Authors: Leo K. West and Angela S. Chiu

The implementation of Content and Language Integrated Learning (CLIL) has had a major impact on the ways that teaching content and language intersect. Begun as a new approach in Europe, this novel mode of teaching has influences as far as Asia and is becoming popular in many other areas of the globe. Being such a new approach to teaching, CLIL’s meteoric rise has also raised the need to understand how teachers in these various locations are actively constructing their teacher identity in and through this new approach. Given this great need, this research examines many of the issues not yet queried, and plots a course forward for CLIL researchers and teachers as they come to understand how teachers’ identity is constructed.

CLIL, Identity, Teacher Professionalism, Language Teaching

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