: Bilingual Education and Teacher Training

 This article is a part of a research study that focuses on early educational bilingualism, CLIL teachers and trainees, their challenges, needs, competences and CLIL teacher training. This particular paper discusses the notion of CLIL and the role of CLIL teachers and their education. After defining and explaining the terms ’bilingual education’ and ’CLIL’ (Content and Language Integrated Learning), the paper reviews some of the relevant literature published in Hungary and beyond. It also highlights and compares two significant European research projects on CLIL. Then it explores CLIL teachers’ necessary competences that are essential in order to cope with the multifaceted tasks and challenges of the innovative teaching context. Teachers’ professional skills, personal qualities, language proficiency, theoretical and practical knowledge in methodology and the subject matter, beliefs and attitudes immensely influence the success of early CLIL. Therefore, specialised preand in-service teacher training programmes are required, and teachers also need to seek various opportunities for self-development.

Keywords: bilingualism, bilingual education, CLIL (Content and Language Integrated Learning), teacher competences, teacher training, teacher development

Year: 2014
Issue: 3
Page: 89-108
Nov 2014
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