Chapters in this book

1. Frontmatter i
2. Contents v
3. Tables and Figures vii
4. External Reviewers ix
5. Abbreviations xi
6. Contributors xv
7. Acknowledgments xxiii
8. 1 Introduction 1
9. 2 Identity and Emotions in Teaching CLIL: The Case of Primary School Teachers in Finland 16
10. 3 EMI Teacher Identity, Language Use and Reported Behaviours in Austrian Higher Education 33
11. 4 CLIL as a Vehicle for a Positive English Selfconcept: An Analysis of One Former Student’s Life Course 55
12. 5 Teacher Cognition about Challenges and Opportunities of Integrative Language and Content Teaching: The SIOP Example 73
13. 6 From Voluntary to Obligatory CLIL in Upper Secondary Technical Colleges: Teacher and Student Voices from a Diverse Landscape 93
14. 7 Teachers’ and Learners’ Beliefs about Corrective Feedback Compared with Teachers’ Practices in CLIL and EFL 112
15. 8 ‘So, after a Week, I Became a Teacher of English’: Physics Lecturers’ Beliefs on the Integration of Content and Language in English-Medium Higher Education 133
16. 9 Comparatively Speaking: CLIL/EMI Teacher Well-being at the Primary, Secondary and Tertiary Levels in Austria 153
17. 10 ‘It Wasn’t My Fault’: Lecturers’ Notes to Former Selves after Five Years of EMI Service 174
18. 11 L2 Confidence in CLIL Teaching: A Tale of Two Teachers 195
19. 12 Addressing Teacher Confidence as a Barrier to Bilingual Classroom Transmission Practices in Wales 213
20. 13 Professional Development in Action: Teachers’ Experiences in Learning to Bridge Language and Content 232
21. 14 A Longitudinal Study of Japanese Tertiary Students’ Motivation, Perceived Competency and Classroom Dynamics in Soft-CLIL 250
22. 15 Motivations and Synergy on a Sociolinguistics Module in Language Teacher Education in Argentina 266
23. 16 Conclusion: Challenges, Opportunities, Implications and Future Directions 283
24. Index 299