Samples of Language Fossilization in the Writing Skills of CLIL and Non-CLIL Teachers: Similarities and Differences

The study examines language fossilization in the writing skills of teachers engaged in Content and Language Integrated Learning (CLIL) and non-CLIL environments. Fossilization refers to the phenomenon where non-native speakers’ language errors become permanent despite continued exposure to the target language. The research compares writing samples from CLIL and non-CLIL teachers, analyzing error frequency, types, and persistence over time. Findings reveal both similarities and diff erences: while CLIL teachers exhibit fewer lexical and grammatical errors due to their immersion in language-rich settings, certain errors persist across both groups, suggesting shared challenges in second-language acquisition. The study highlights the role of professional context in infl uencing language development and provides recommendations for tailored language training to address fossilization issues. These insights contribute to the broader understanding of language learning and teaching in bilingual education systems.