Reframing teaching knowledge in Content and Language Integrated Learning (CLIL): A European perspective
Abstract
CLIL (Content and Language Integrated Learning) is a recent teaching approach widely adopted in numerous international contexts, especially in Europe where it was promoted as a way to promote language learning within the educational system. When implemented, CLIL predominantly involves subject content teachers using English to teach their subject. This has required the development of specific teacher education programs in Italy. This contribution illustrates how the teaching knowledge of both content and English language teachers is evolving as CLIL is implemented within Italian teacher education courses.
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Another way is to emphasize the cultural components of other nations in addition to Britain and the United States.
“Another way is to emphasize the cultural components of other nations in addition to Britain and the United States (Lopriore, 2020).”
From Representation of national identity and culture in the Saudi EFL textbook series Mega Goal: A critical discourse analysis (2023) · cites this paper as Lopriore, 2020
Cites
Language Ecology in Multilingual Settings. Towards a Theory of Symbolic Competence
Kramsch, C., & Whiteside, A. (2008) · Applied Linguistics · doi:10.1093/applin/amn022 · Cited by 542 · see citing works
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Alzubi, A. A. F., Al-Mwzaiji, K. N. A., & Nazim, M. (2023) · International Journal of Learning, Teaching and Educational Research · doi:10.26803/ijlter.22.6.30 · Cited by 9 · see citing works
- Authors
- Lopriore, L.
- Affiliations
- Roma Tre University (IT)
- Corresponding author
- Lopriore, Lucilla
- ORCID
- Lopriore, Lucilla
- Venue
- Language Teaching Research
- Publisher
- SAGE Publications
- Published
- 2018-06-25
- Volume
- 24
- Issue
- 1
- Pages
- 94-104
- ISSN
- 1362-1688 (ISSN-L)
- 1477-0954
- OpenAlex
- W2809877313
- Cited by
- 47
- References
- 1
- Citations by year
- 2026: 4 · 2025: 5 · 2024: 6 · 2023: 9 · 2022: 7 · 2021: 6 · 2020: 7 · 2019: 3
- FWCI
- 46.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Language Teaching Research (publishedVersion)
- Iris (Roma Tre University) (submittedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- CLIL, teacher knowledge, teacher professional development, English-medium instruction, English teachers
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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