Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers

Abstract

Content and Language integrated learning (CLIL) revolves around the dual goal of language acquisition and content knowledge; therefore, cross-curricular collaboration between language and content teachers is one of the key factors for the success of CLIL education. This study investigates multiple aspects of cross-curricular collaboration in a Vietnamese CLIL program, including teachers' beliefs about pedagogic roles, professional support provided, and actual cross-curricular collaboration implemented. Data collected from eight teachers through semi-structured interviews were coded for emerging themes using thematic analysis, and relevant documents were analysed as complementary data. The findings indicate that the teachers viewed their pedagogical responsibilities and foci rigidly within their discipline, rather than as a dual-focused role of both language and content teaching. Additionally, a mismatch between professional support provided by the school and by the program designers was identified, indicating insufficient training and supervision in the implementation of the program. Although there was evidence of teacher collaboration, the practice still lacked consistency and systematicity due to issues such as workload, schedule and motivation. The findings from this study have important implications for professional development and curriculum design in CLIL bilingual programs to facilitate successful cross-curricular collaboration.

Giảng Dạy Tích Hợp Nội Dung Và Ngôn Ngữ (Clil) Ở Việt Nam: Thách Thức Và Giải Pháp

“…• Các bên liên quan (giáo viên, lãnh đạo nhà trường, nhà hoạch định chính sách và lãnh đạo giáo dục) cần phải hợp tác cùng nhau để cung cấp đủ nguồn lực (ví dụ: sách giáo khoa và tài liệu, cũng như các hướng dẫn cụ thể) nhằm hỗ trợ việc giảng dạy CLIL và tạo ra một cộng đồng thực hành nơi giáo viên CLIL có thể học hỏi lẫn nhau và cộng tác với nhau để tăng cường cơ hội thực hành giảng dạy trong bối cảnh riêng của họ (Pham & Unaldi, 2022)…”

The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons

“…The role of the language teacher is to introduce and reinforce the language skills in the English lessons. The English language teacher uses instructional activities (4 of 20) | MPOFU meant to build learners' grammar and vocabulary as a way of enhancing their overall language acquisition and proficiency across the curriculum (DBE, 2015b;Pham & Unaldi, 2021;Walenta, 2018). The English teacher intentionally uses texts from content subject teachers to further enhance learner language and content proficiency, for example using texts from subjects such as Geography and History in Grade 8 English language learning (DBE, 2015b).…”

Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis

“…Critics argue that the success of CLIL programs is contingent upon various factors such as teacher proficiency in the target language, availability of appropriate resources and materials, and institutional Understanding the benefits and challenges of Content and Language Integrated Learning (CLIL) in English education: a literature synthesis, Mohammad Iskandar Dzulkurnain, Sugeng Irianto, Rasmita, Lulu Jola Uktolseja, Wira Jaya Hartono, Tagor Manurung 18943 support (Nikula et al (2016); Pham & Unaldi (2022)). Additionally, concerns have been raised…”