Three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in CLIL lessons

ABSTRACTThis case study explored three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers’ designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of classroom practices and post-observation conferences, and interviews reached the following conclusion. Firstly, food was the major glocalized CLIL topic. Secondly, these three English teachers had positive attitudes towards their multimodal presentations of glocalized CLIL lessons. Thirdly, these three teachers possessed different levels of English language skills in their collaborative lesson planning. Fourthly, these teachers faced challenges in providing their learners with authentic tasks for pushed output (learners’ production of the language of learning and content knowledge for contextualized and meaningful use) and using English as the medium of instruction.KEYWORDS: Collaborative practiceglocalizationcontent and language integrated learning (CLIL)pedagogical practicepushed output AcknowledgmentsThis study was subsidized by Ministry of Science Technology of Taiwan under MOST110-2410-H-007-022. The researcher appreciated all participants who were involved in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Ministry of Science and Technology, Taiwan [MOST110-2410-H-007-022].Notes on contributorsChin-Wen ChienChin-Wen Chien received her Doctor of Education degree from the University of Washington (Seattle, USA). She is an associate professor in Department of English Instruction of National Tsing Hua University in Taiwan. She also serves as a teacher trainer for elementary school English teachers’ professional development. Her research interests include language education, language teacher education, and curriculum and instruction.