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Localisation of content and language integrated learning in China: tensions in teacher professional development.

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Title: Localisation of content and language integrated learning in China: tensions in teacher professional development.
Authors: Hu, Hengzhi1, Mi, Aixiang1,2 aixiangsummer05@163.com
Source: Journal of Multilingual & Multicultural Development. Feb2026, Vol. 47 Issue 1, p146-162. 17p.
Subject Terms: *Integrated learning systems, *Teacher development, *Higher education, Cultural history
Geographic Terms: China
Abstract: Unlocking the potential of Content and Language Integrated Learning (CLIL) in China's higher education landscape has magnified the demand for teacher professional development. Beyond just implementation, teachers are tasked with localising CLIL to fit China's unique educational context. Yet, the professional needs of Chinese CLIL teachers remain largely unexplored. Through an interpretivist lens, this study delves into the tensions faced by these educators and unveils their pressing needs. Guided by the Cultural-Historical Activity Theory, our research unveils a landscape marked by a scarcity of professional development opportunities. We dissect the findings into pivotal areas: hurdles in accessing essential tools, forging collaborations with institutional and academic partners, navigating conflicting self-expectations and institutional demands, and juggling myriad roles within educational institutions. This inquiry casts a spotlight on the intricate world of professional development for Chinese CLIL teachers, advocating for targeted solutions to address their needs. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Localisation of content and language integrated learning in China: tensions in teacher professional development.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Multilingual+%26+Multicultural+Development%22">Journal of Multilingual & Multicultural Development</searchLink>. Feb2026, Vol. 47 Issue 1, p146-162. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Integrated+learning+systems%22">Integrated learning systems</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+history%22">Cultural history</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Label: Abstract
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  Data: Unlocking the potential of Content and Language Integrated Learning (CLIL) in China's higher education landscape has magnified the demand for teacher professional development. Beyond just implementation, teachers are tasked with localising CLIL to fit China's unique educational context. Yet, the professional needs of Chinese CLIL teachers remain largely unexplored. Through an interpretivist lens, this study delves into the tensions faced by these educators and unveils their pressing needs. Guided by the Cultural-Historical Activity Theory, our research unveils a landscape marked by a scarcity of professional development opportunities. We dissect the findings into pivotal areas: hurdles in accessing essential tools, forging collaborations with institutional and academic partners, navigating conflicting self-expectations and institutional demands, and juggling myriad roles within educational institutions. This inquiry casts a spotlight on the intricate world of professional development for Chinese CLIL teachers, advocating for targeted solutions to address their needs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01434632.2024.2380099
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 146
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      – SubjectFull: Integrated learning systems
        Type: general
      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Cultural history
        Type: general
      – SubjectFull: China
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      – TitleFull: Localisation of content and language integrated learning in China: tensions in teacher professional development.
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              Text: Feb2026
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              Y: 2026
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