Academic vocabulary in the subject classroom: Raising teachers’ awareness through CLIL reflective practice

This article reports on a small scale research project conducted with subject teachers on an international foundation programme (IFP). To explore teachers’ attitudes and beliefs regarding the fostering of language skills in their classrooms, data was collected through interviews and lesson recordings. Based on these findings, a workshop series founded on the principles of Content and Language Integrated Learning (CLIL) was designed that invited teachers to reflect on their practice and to share ideas how they could incorporate a greater language focus. This article will specifically report on one key area of the workshops, the development of academic vocabulary.