Precision and Trust in Team-Taught CLIL: Building Effective Teaching Partnerships

This study investigated how Content and Language Integrated Learning (CLIL) implementation affects collaboration between Japanese Teachers of English (JTEs) and Assistant Language Teachers (ALTs) in secondary schools. Drawing on data from two contrasting school settings, the study explores how CLIL adoption transforms team teaching relationships. Data from questionnaires, interviews, and field notes reveal that while CLIL implementation initially increased demands on collaborative planning, it ultimately led to more efficient team-teaching practices and helped teachers move beyond traditional role limitations. The findings highlight the critical interplay between precision and trust in building effective teaching partnerships, while also revealing persistent systemic barriers, particularly regarding time for collaborative planning. The study suggests that team-taught CLIL, when supported with appropriate resources, can serve as a vehicle for building genuine communities of practice that benefit both teachers and students.