Teacher collaboration in CLIL contexts: challenges and good practices

Abstract

Teaching a subject in a foreign language requires a specialist pedagogical expertise from both subject and language teachers whose collaboration is vital for achieving success in CLIL classrooms. Different models of collaboration between teachers in class might be used and experimented with in different lessons, so that the most suitable models be found for each specific teaching and learning context. The article discusses some issues and good practices in teacher collaboration, lesson planning and team teaching in different CLIL contexts. The discussion is based on lesson plan analysis and lesson observations conducted in four European countries under an Erasmus+ project.