The model of Content and Language Integrated Learning (CLIL) professional development program

What is it about?

Content and Language Integrated Learning (CLIL) is widely implemented to enhance language proficiency and subject knowledge. However, many professional development (PD) programmes fail to address local educators' cultural insights and pedagogical expertise, creating a disconnect between policy and classroom practice. In contexts like Kazakhstan, these top-down approaches risk marginalising teachers’ voices and imposing methods that may clash with local teaching beliefs. Our paper advocates for a culturally sensitive responsive CLIL PD model, emphasising how a pedagogical nexus and Systemic Functional Linguistics can bridge the gap between policy and practice. We report on a 45-hour PD program designed to deepen biology teachers' understanding of language as a semiotic resource. Analysis of reflections, observations, and focus group interviews reveals that the PD expanded teachers' knowledge of the biology register and genres, contributing to reimagining their CLIL pedagogical strategies and classroom practices.

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Why is it important?

The findings highlight a path for more inclusive, context-sensitive professional development (PD) that respects diverse linguistic and cultural backgrounds, potentially transforming CLIL implementation and pedagogy.