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teacher knowledge that goes beyond simple addition of content knowledge and
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identity through her participation in a school-university collaborative project.
Based on analysis of data from classroom observations, interviews, and lesson
video stimulated commentaries, the researchers have developed a model focusing
on CLIL teacher professional development as a collaborative, dynamic and
dialogic process, where both teachers and teacher educators (TEs) are
co-developing their knowledge and expertise in CLIL.
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Cited by
Cited by 18 other publications
Cenoz, Jasone & Durk Gorter
2022. Pedagogical Translanguaging and its Application to Language Classes. RELC Journal► pp. 003368822210827 ff.
Fernández-Fontecha, Almudena, Kay L. O’Halloran, Peter Wignell & Sabine Tan
2020. Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach. Linguistics and Education 55 ► pp. 100788 ff.
Gu, Mingyue Michelle, Zhen Jennie Li & Lianjiang Jiang
2021. Navigating the instructional settings of EMI: a spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Gupta, Kao Chia-Ling
2020. RESEARCHER-TEACHER COLLABORATION IN ADOPTING CRITICAL CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): PROCESSES, CHALLENGES AND OUTCOMES. Trabalhos em Linguística Aplicada 59:1 ► pp. 42 ff.
2021. CLIL: An Overview. In International Perspectives on CLIL, ► pp. 1 ff.
Hu, Jingjing & Xuesong (Andy) Gao
2021. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 30:1 ► pp. 42 ff.
Lindahl, Kristen, Christian Fallas‐Escobar & Kathryn I. Henderson
2021. Linguistically Responsive Instruction for Latinx Teacher Candidates: Surfacing Language Ideological Dilemmas. TESOL Quarterly 55:4 ► pp. 1190 ff.
Lo, Yuen Yi
2020. Who Are CLIL Teachers and What Do They Need?. In Professional Development of CLIL Teachers, ► pp. 15 ff.
Lo, Yuen Yi
2020. Theoretical Models of Professional Development Programmes for CLIL Teachers. In Professional Development of CLIL Teachers, ► pp. 95 ff.
Lo, Yuen Yi
2020. Conclusion. In Professional Development of CLIL Teachers, ► pp. 143 ff.
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 963 ff.
Ní Chlochasaigh, Karen, Gerry Shiel & Pádraig Ó Duibhir
2021. A Case Study of a Science Teacher’s Knowledge of Students in Relation to Addressing the Language Demands of Science. International Journal of Science and Mathematics Education 19:2 ► pp. 267 ff.
2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1 ► pp. 36 ff.
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