The Bilingual Teacher and CLIL Specialist Model: Viewpoints of Taiwanese English Teachers

Abstract

This is a post-workshop article that presents the collated points of view of nine Taiwanese English teachers from Taipei City who attended the lecture and workshop on the theme, “Preparing for the challenges of a bilingual teacher in teaching English as foreign/second language” on December 16, 2019 at the Affiliated International High School of National Chengchi University, Taipei, Taiwan. The author explains how their inputs fit into the model called, “Bilingual Teacher and CLIL Specialist” in the context of their perceived preparation as a bilingual teacher or a CLIL specialist in their respective schools and as non-native English speakers who teach English in different levels in general. Further recommendations on what discussions need to be covered in future training and workshops are presented. Moreover, this article presents the 4Cs framework of Doyle, Hord, and Marsh as explained by McDougald (2016) in creating a thematic lesson plan and preparing materials using the Content and Language Integrated Learning (CLIL) approach. A thorough presentation of a sample CLIL lesson plan for Science which was tested to a class of Grade 10 students in March until April 2020 is also included.