Content and Language Integrated Learning (CLIL) has become an important approach in modern education, as it allows students to learn subject content and a foreign language at the same time. Despite its benefits, CLIL implementation might be difficult, particularly for inexperienced teachers with little training and experience. The purpose of this study is to investigate the primary challenges encountered by novice CLIL teachers and to pinpoint useful tactics that can aid in their professional growth. The study employs a qualitative methodology, utilizing classroom observations and interviews to gain a deeper understanding of instructors' perspectives. The results show that obtaining suitable teaching resources, managing classroom interaction in a foreign language, and striking a balance between topic and language objectives are common challenges for new teachers. Additionally, their teaching ability may be adversely affected by a lack of confidence and inadequate methodological preparation. Overall, the study highlights how crucial ongoing assistance and hands-on training are to the effective application of CLIL.

CLIL, teacher training, novice educators, language learning, pedagogy, professional development.

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Villabona, N., & Cenoz, J. (2021). The integration of content and language in CLIL: a challenge for content driven and language driven teachers (pp. 36–50). This study highlights the persistent difficulty in balancing content and language teaching in CLIL settings.

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