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Home > ECML-Programme > Programme 2020-2023 > CLIL in languages other than English > Teacher education

CLIL in languages other than English –
Successful transitions across educational stages

Overview
Concepts and
background
Curriculum
Teacher
education
Collaboration
Teaching
materials
Portfolio and formative assessment

Initial and in-service teacher education

Teacher education (initial and in-service) is one of the most important sources of teachers’ professional competence. While teacher education is organised in different ways in different countries, its essence is the same: teachers acquire and build knowledge of the subject(s) which they are supposed to teach and they develop didactical and pedagogical competences with regard to the teaching of their subjects. Teacher education is therefore the place for supporting and building language awareness and reflective competences  Reflective practitioners can be defined as follows: “Someone in an educational profession, for example a teacher, teacher educator, head teacher, curriculum designer or textbook writer, actively reflecting on his/her practice in relation to his/her experience in the light different criteria. Principles of quality, such as relevance, validity, reliability, transparency and sustainability can support such reflection.”  

Source: ECML resource website A quality assurance matrix for CEFR use (2016-2019). in subject teaching in general and about CLIL and support for transitions across educational stages in particular. 
In the context of initial teacher education, different target groups can be distinguished: 

All language students learn about CLIL (a relatively realistic scenario that however is too restrictive if we want to engage teachers of other subjects in CLIL).

All students with specific interest in CLIL can learn about CLIL (a pragmatic scenario that however has the disadvantage that CLIL would be an optional subject in teacher education).

All students of all subjects get acquainted with CLIL, and language students as well as students of other subjects with specific interest in CLIL get a deeper insight in CLIL (the ideal scenario).

Furthermore, the collaboration between in-service language teachers and teachers of other subjects as well as the collaboration between in-service teachers and student teachers should be encouraged. 

Teacher education and CLIL LOTE transitions

Why should transitions in CLIL LOTE be supported through teacher education – what is the added value?  

It is important to learn about and prepare for CLIL and transitions in the context of teacher education. Familiarising (student) teachers with regard to theory and practice examples about CLIL creates an awareness of learning languages and subjects at the same time. Collaboration with (student) teachers of different subjects/languages widens the horizon and makes it possible to try out CLIL concepts in teacher education with regard to concrete educational steps helping to facilitate transitions. Such experience will enable teachers to use CLIL concepts in their own teaching and bear in mind and prepare for transitions.

CLIL LOTE study

The CLIL LOTE study has shown that: 

  • Teacher education, according to the survey respondents, is one of the key factors that make it difficult to implement CLIL LOTE as they emphasize that not enough teachers are trained to use the approach and that CLIL often is not part of teacher education.
  • The survey respondents recommend that CLIL LOTE transitions should be addressed in initial and/or in-service teacher education.
  • Less than 10% of the survey respondents assume that CLIL LOTE transitions are supported in their context through initial and/or in-service teacher education.

Resources

Are you a teacher educator or a decision maker responsible for teacher education – and do you want to gather ideas for how to support transitions in CLIL LOTE through initial and in-service teacher education? On this page you can find three main tools: 


A proposal for the deliberate integration of LOTE languages in teacher education curricula for language subjects and non-language subjects

The proposal encourages

  • the use of other languages than English in the context of mandatory readings and research literature,
  • the use of other languages than English in the context of teaching projects and assignments,
  • collaboration between (future) language teachers and teachers of other subjects.

Scenario


A proposal for collaboration between in-service teachers and pre-service teachers in non-language and language subjects

The proposal promotes

  • a collaboration between pre-service teachers in non-language and language subjects,
  • a collaboration between in-service teachers and pre-service teachers studying for becoming a teacher in non-language and language subjects,
  • a coordinated and structured collaboration that is sustainable in a longer-term perspective

Scenario

Reflection activity


Three inspiring scenarios presenting existing initial and in-service teacher education
Elective CLIL course (German, French), HEP Vaud, Switzerland
  • In this compulsory initial and in-service CLIL LOTE course, student teachers and teachers at different educational levels can participate in the same course. 
  • Teachers for non-language subjects and language subjects elaborate, in collaboration, CLIL-teaching sequences for lower and upper secondary education. 
  • The course hereby takes into account transitions between different educational levels and the transition from tertiary education to work life.

Download pdf

ZGUCAN-programme, University of Maribor, Slovenia
  • The scenario describes a mandatory in-service CLIL LOTE course for primary school and language teachers.
  • The program includes: 6 ECTS CLIL, 9 ECTS didactics in mathematics and other non-language subjects, 9 ECTS didactics in arts, sports, and music. In all these topics the CLIL perspective is taken into account.
  • The course promotes transitions from pre-school to upper primary education

Download pdf

CLIL LOTE curriculum for foreign language teacher education, University of Warsaw, Poland
  • In these CLIL courses for initial teacher education, based on European language policy, CLIL English and CLIL LOTE students are taught together.
  • Courses about e.g. plurilingual and pluricultural education, CLIL in Social Sciences and German for Professionals (business, nursery, tourism, transport & logistics etc) are offered.
  • Students’ competences from secondary education are considered.

Download pdf


Trois scénarios inspirants présentant la formation initiale et continue existante des enseignant·es
Cours EMILE à option (allemand, français), HEP Vaud, Suisse

  • Dans ce cours obligatoire d'EMILE LOTE en formation initiale et continue, les élèves-enseignant·es et les enseignant·es de différents niveaux d'enseignement peuvent participer au même cours.
  • Les enseignant·es des matières non linguistiques et des matières linguistiques élaborent, en collaboration, des séquences d'enseignement EMILE pour l'enseignement secondaire inférieur et supérieur.
  • Le cours tient compte des transitions entre les différents niveaux d'enseignement et du passage de l'enseignement supérieur à la vie professionnelle.

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Programme ZGUCAN, Université de Maribor, Slovénie
  • Le scénario décrit un cours obligatoire d'EMILE LOTE en cours d'emploi pour les enseignant·es de l'école primaire et les professeur·es de langues.
  • Le programme comprend : 6 ECTS EMILE, 9 ECTS de didactique des mathématiques et autres matières non linguistiques, 9 ECTS de didactique des arts, des sports et de la musique. Dans tous ces domaines, la perspective EMILE est prise en compte.
  • Le cours favorise les transitions entre l'enseignement préscolaire et l'enseignement primaire supérieur

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Programme d'études EMILE pour la formation des enseignants de langues étrangères, Université de Varsovie, Pologne
  • Dans ces cours EMILE pour la formation initiale des enseignant·es, basés sur la politique linguistique européenne, les étudiant·es de l'EMILE anglais et de l'EMILE LOTE sont formés ensemble.
  • Des cours sur l'éducation plurilingue et pluriculturelle, l'EMILE en sciences sociales et l'allemand pour les professionnel·les (commerce, pépinière, tourisme, transport et logistique, etc.)
  • Les compétences des élèves de l'enseignement secondaire sont prises en compte.

Télécharger

Quotes: Recommendation

The Council of Europe’s Recommendation CM/Rec(2022)1 on the importance of plurilingual and intercultural education for democratic culture reflects the key role of teacher education for CLIL LOTE:

“Institutions and agencies responsible for the initial and further education of teachers and educators in all sectors and at all levels should promote plurilingual and intercultural education for democratic culture by […] assigning a central role in their own curriculums to the concepts and principles on which such education rests, including the language dimension of all curriculum subjects. ”
“The successful implementation of plurilingual and intercultural education for democratic culture depends crucially on teachers, regardless of the subject/s they are teaching; they are the agents of change. It is thus essential that teacher education helps them to develop the necessary professional competences. Particular importance should be given to a focus on language and culture in all subjects and an exploration of those aspects of teaching and learning that all teachers have in common. Teachers’ professional development should also explore ways of promoting the transfer of competences and strategies between languages. ”

Related resources

European Framework for CLIL teacher education

The publication offers a teacher training curriculum for CLIL that can be linked to learners' curricula. Adaptable curricular models, suitable for both foreign language and content teachers are based on a set of defined target professional competences, e.g.: "CLIL teachers are able to articulate and discuss CLIL with school’s internal and external stakeholders". The publication is proposed as a conceptual lens and model, not as a prescriptive template.

Download the publication

A guide to teacher competences for languages in education

The publication contains a catalogue of frameworks and instruments to develop teacher competences, each one critically reviewed and illustrated with examples of use. There is a focus on encouraging learners to compare and contrast features of the languages in their repertoires. This helps them (and their teachers) to foster language awareness. The publication is proposed as a guidance for teachers in language and non-language subjects.

Web page of the publication

Developing teacher competencies for pluralistic approaches. Training and reflection tools for teachers and teacher educators

The project presents tools for teachers and teacher educators for reflection and training when it comes to using pluralistic approaches in their education. The material is suitable for teachers (and teacher educators) in language and non-language subjects. The project emphasizes that teachers (in all subjects) need to develop competencies for pluralistic approaches. These competencies enable them to exploit all languages in the learners’ repertoires in the classroom (in all subjects).

View project website

Ressources connexes

Cadre européen pour la formation des enseignant·es EMILE

Cette publication propose un programme de formation des enseignant·es à l'EMILE qui peut être relié aux programmes d'études des apprenant·es. Des modèles curriculaires adaptables, convenant à la fois aux enseignant·es de langue étrangère et de contenu, sont basés sur un ensemble de compétences professionnelles cibles définies, par ex :  les enseignant·es EMILE sont capables d'articuler et de discuter de l'EMILE avec les parties prenantes internes et externes de l'école ". La publication est proposée comme un objectif et un modèle conceptuels, et non comme un modèle prescriptif.

Télécharger la publication (disponible en anglais)

Guide des compétences des enseignant·es en matière de langues dans l'éducation

La publication contient un catalogue de cadres et d'instruments destinés à développer les compétences des enseignant·es, chacun d'entre eux·elles faisant l'objet d'un examen critique et étant illustré par des exemples d'utilisation. L'accent est mis sur l'encouragement des apprenant·es à comparer et à opposer les caractéristiques des langues de leur répertoire. Cela les aide (ainsi que leurs enseignant·es) à développer leur éveil aux langues. Cette publication est proposée comme un guide pour les enseignant·es de langues et de disciplines non linguistiques.

Page web de la publication

Développer les compétences des enseignant·es pour les approches plurielles. Outils de formation et de réflexion pour les enseignants et les formateurs d'enseignants

Le projet présente des outils de réflexion et de formation pour les enseignant·es et les formateur·trices d'enseignant·es en ce qui concerne l'utilisation d'approches plurielles dans leur enseignement. Le matériel est adapté aux enseignant·es (et aux formateur·trices d'enseignant·es) dans les matières linguistiques et non linguistiques. Le projet met l'accent sur le fait que les enseignant·es (dans toutes les matières) doivent développer des compétences pour les approches plurielles. Ces compétences leur permettent d'exploiter toutes les langues du répertoire des apprenant·es en classe (dans toutes les matières).

Voir le site web du projet

Working group

The teacher education group which prepared the resources of this section was coordinated by Beate Lindemann (Universitetet i Tromsø, Norway). 

Group members: Claudia Bartholemy (Ecole Moser Nyon and Université de Lausanne, Switzerland),  Laurent Cammarata (University of Alberta, Alberta, Canada), Marios Evaggelinos (Institute of Educational Policy, Greece), Alja Lipavic Oštir (Univerza v Mariboru, Slovenia), Danièle Moore (Simon Fraser University, British Columbia, Canada), Katarzyna Nowakowska (Uniwersytet Warszawski, Poland), Agnieszka Sochal (Uniwersytet Warszawski, Poland), Vasiliki Spiliotopoulos (University of Ottawa, Ottowa, Canada) and Przemysław Wolski (Uniwersytet Warszawski, Poland).