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Article published In:
Journal of Immersion and Content-Based Language Education
Vol. 11:1 (2023) ► pp.109–136

From EFL teacher to CLIL teacher in Estonia

Designing and implementing an in-service CLIL teacher training course for EFL teachers

ORCID logo | Narva College of the University of Tartu
| Narva College of the University of Tartu

Content and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.

Keywords: content and language integrated learning, CLIL teacher training, continuing professional development, curriculum design, in-service teacher training
Article outline
  • 1.Introduction
  • 2.CLIL in-service teacher training: Research evidence
  • 3.CLIL-ing EFL teachers in Estonia: An in-service training model
  • 4.Research methodology
  • 5.Results and discussion
    • 5.1Self-evaluation
    • 5.2SWOT analysis
    • 5.3Programme evaluation
  • 6.Conclusion
  • References
Published online: 1 November 2022
DOI logo
https://doi.org/10.1075/jicb.21009.rau
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