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Research Article

Glocalization in CLIL: analyzing the training needs of in-service CLIL teachers in Taiwan and Spain

Inmaculada Pinedaa Department of English, French and German philology, Universidad de Málaga, MalagaSpainORCID Iconhttps://orcid.org/0000-0003-4927-5577View further author information
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Wenli Tsoub Foreign Languages and Literature, National Cheng Kung University, Tainan, Taiwan, R.O.C.Correspondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-4726-6255View further author information
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Fay Chenc Foreign Language Center, National Cheng Kung University, Tainan, Taiwan, R.O.C.ORCID Iconhttps://orcid.org/0000-0002-7226-1897View further author information
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Received 22 Jul 2021, Accepted 02 Mar 2022, Published online: 17 Mar 2022

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Read on this site (2)

Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang & Sue Starfield. (2024) Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses. Language and Education 38:1, pages 118-138.
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Keith M. Graham. Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
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Articles from other publishers (3)

Tzu-Yu Tai. (2024) The Role of Anxiety and Self-perceived Communicative Competence in Bilingual Subject Teachers’ Willingness to Communicate in L2. The Asia-Pacific Education Researcher.
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María Paz Azparren-Legarre & María Camino Bueno-Alastuey. (2023) Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course. Latin American Journal of Content & Language Integrated Learning 15:2, pages 1-31.
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Lisa Gilanyi, Xuesong (Andy) Gao & Shiyao Wang. (2023) EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022. Heliyon 9:6, pages e16365.
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