Challenges and Opportunities in ImplementingCLIL in Taiwan: Teacher Preparedness, ICTIntegration, and Strategies for Low-ProficiencyLearners
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i8.4498
Abstract
This study explores the key challenges and development opportunities faced in implementing Content and Language Integrated Learning (CLIL) in Taiwan. Through analyzing the theoretical foundations of CLIL, this paper elucidates the characteristics of soft CLIL and hard CLIL practice models and examines the integration pathways of Information and Communication Technology (ICT) with CLIL teaching. The research identifies three core issues in Taiwan's CLIL implementation: insufficient teacher readiness, manifested in lack of dual professional competencies, weak digital teaching skills, and inadequate support systems; ICT integration brings innovative opportunities, but deep integration of technology and pedagogy still requires exploration; low-proficiency learners face dual pressures of language barriers and cognitive load, necessitating differentiated teaching strategies and personalized support mechanisms. This study proposes recommendations including constructing teacher professional development systems, optimizing ICT integration application models, and improving support mechanisms for low-proficiency learners, providing theoretical foundations and practical guidance for advancing Taiwan's bilingual education policy.
Keywords
Content and Language Integrated Learning (CLIL), Information and Communication Technology (ICT), Bilingual Education, Higher Education, Low-proficiency Learners, Differentiated Teaching
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