https://dx.doi.org/10.24093/awej/vol14no2.24

Despite a plethora of studies on practice of Content and Language Integrated Learning in most European countries, few have examined Content and Language Integrated Learning teacher training in China. This study aimed to examine the effectiveness of a Content and Language Integrated Learning teacher training platform for elementary English education in China. It sought to answer the following main research questions: What are the contents differences in Content and Language Integrated Learning teacher training in China? What are in-service English teachers’ perceptions of Content and Language Integrated Learning after the training? And What are the factors which affect the training effect? The qualitative evidence showed that the training content of the teacher platform in China has been flexibly designed following the Chinese elementary English education context, but it also reflected the lack of consideration of teachers’ individual needs in the design of the platform’s training content and the lack of practical sessions and the long-term follow-up support. The statistical evidence showed that teaching experience significantly determines Content and Language Integrated Learning efficacy, and the educational background has little bearing on Content and Language Integrated Learning perceptions. Furthermore, all teachers from different educational backgrounds had a positive perception of their Content and Language Integrated Learning competence. However, Participants believed that their theoretical knowledge and teaching abilities are not equal, which suggests that instructors in this field urgently need help. Further research examining the cultivation of pre-service Content and Language Integrated Learning teachers would be worthy of investigation.