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.
Recommended Citation
Chien, C. (2024). Taiwanese Elementary School Teachers’ Mindset of Content and language integrated learning (CLIL) Instruction. Journal of English Learner Education. (16)2.
Retrieved from https://stars.library.ucf.edu/jele/vol16/iss2/6
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Elementary Education Commons, Teacher Education and Professional Development Commons
