Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning

Chin-Wen Chien

doi:10.66815/ajqr/18540

Chin-Wen Chien ¹ ^*

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AM J QUALITATIVE RES, Volume 10, Issue 3, pp. 214-132

https://doi.org/10.66815/ajqr/18540

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Abstract

In content and language integrated learning (CLIL) contexts, teacher talk provides learners with valuable input that enhances both language and content comprehension. This case study investigated the pedagogical functions of teacher talk produced by two Taiwanese elementary school English teachers in CLIL classrooms, as well as the impact of collaborative analysis on their professional development. Using thematic analysis of data derived from classroom observations, interviews, video recordings, and teaching materials, three key findings emerged. First, the pedagogical functions of “animating” and “explaining the language of learning” were found to be predominant in the teachers’ talk. Second, both teachers found the selection of appropriate language for learning and the use of simplified language challenging. Finally, the teachers considered the collaborative analysis process valuable for critically examining their use of teacher talk. Based on the findings, the researcher put forward a professional development model centered on the collaborative analysis of teacher talk.

Keywords: collaborative analysis, content language integrated learning (CLIL), language of learning, professional learning, teacher talk

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Citation

Chien, C.-W. (2026). Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning. American Journal of Qualitative Research, 10(3), 214-132. https://doi.org/10.66815/ajqr/18540

Chien, C.-W. (2026). Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning. American Journal of Qualitative Research, 10(3), pp. 214-132. https://doi.org/10.66815/ajqr/18540

Chien CW. Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning. AM J QUALITATIVE RES. 2026;10(3), 214-132. https://doi.org/10.66815/ajqr/18540

Chien, Chin-Wen. "Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning". American Journal of Qualitative Research 2026 10 no. 3 (2026): 214-132. https://doi.org/10.66815/ajqr/18540

Chien, Chin-Wen "Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning". American Journal of Qualitative Research, vol. 10, no. 3, 2026, pp. 214-132. https://doi.org/10.66815/ajqr/18540

Chien CW. Collaborative Analysis as a Pathway to Elementary CLIL Teachers’ Talk and Learning. AM J QUALITATIVE RES. 2026;10(3):214-132. https://doi.org/10.66815/ajqr/18540