Examining Teacher Competencies in Content and Language Integrated Learning
Professional Profiles and Ways Forward
Bibliographic Data
| ID | 9744622 |
|---|---|
| Authors | Hengzhi Hu (0000-0001-5232-913X, National University of Malaysia) |
| Year | 2022 |
| Volume | 14 |
| Issue | 2 |
| Publication date | 2022-06-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Rupkatha Journal on Interdisciplinary Studies in Humanities (JOURNAL) |
| Journal identifiers | ISSN: 0975-2935 • E-ISSN: 0975-2935 |
| Publisher | Aesthetics Media Services (PUBLISHER) |
| DOI | 10.21659/rupkatha.v14n2.26 |
| OpenAlex | W4285608238 |
| Language | EN |
| Citations received | 1 |
| References cited | 7 |
Despite the upsurge of research interest in Content and Language Integrated Learning (CLIL) teachers’ professional competencies, very little evidence has been presented from the Chinese academia. To bridge this gap and understand Chinese CLIL teachers’ status quo of competencies in relation to their demographic characteristics, the present study adopted a cross-sectional quantitative survey approach and investigated the differences of linguistic competence, content competence, pedagogic competence, CLIL fundamentals, interpersonal and collaborative competence, and reflective and developmental competence in a sample of 205 CLIL teachers from Chinese higher education providers. They had dissimilar genders, language expertise, content subject specialisation, affiliations, academic degrees, educational backgrounds, years of teaching CLIL and professional titles. Inferential analyses of the data obtained from a questionnaire indicated a high heterogeneity in the sample, allowing of the description of CLIL teachers’ profiles of professional competences in accordance with their demographic factors. It is concluded that professional training and ongoing research into CLIL teachers’ needs are essential to achieve the homogeneity of competencies and that a supportive network should be established to encourage active partnership amongst CLIL teachers and educational institutions
Content and language integrated learning · Foreign language · General partnership · Interpersonal communication · Mathematics education · Pedagogy · Political science · Professional development · Status quo · Psychology · Second Language Learning and Teaching
CLIL teachers’ views on cognitive development in primary education
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada
Content and Language Integrated Learning
Implementing CLIL for young learners in an EFL context beyond Europe
The integration of content and language in CLIL
The European Framework for CLIL Teacher Education
Innovations and Challenges in CLIL Teacher Training
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |