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Taiwanese Elementary School Teachers’ Mindset of Content and language integrated learning (CLIL) Instruction

Year: 2024

Type: article

Abstract: Teachers need to undergo a mindset shift in language learning and teaching. This study used both qualitative and quantitative data to explore seven Taiwanese Content and language integrated learning (CLIL) teachers’ mindsets and led to the following major findings. First, the CLIL teachers had a stronger mindset regarding their instructional strategies, lesson preparations, and efficacy, compared to their more moderate mindset regarding their CLIL training and preparation. Secondly, the CLIL teachers had a different mindset regarding language use in their CLIL instruction due to their learners’ English proficiency levels. Finally, their lesson designs were lacking a 4Cs culture. Based on the findings of this study, suggestions for fostering teachers’ growth mindset in CLIL instruction were provided.

Source: Journal of International Crisis and Risk Communication Research

Author: Chien, Chin-Wen

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W7024769988

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