ENGLISH LINGUISTICS IN MOTIVATING CLIL STUDENT TEACHERS

Abstract

Research on teacher motivation has recently given evidence of being closely related to several variables such as pre-service and in-service teacher training, educational reform, teaching practice, student motivation, work environment, psychological fulfilment and general health conditions. Taking into consideration the most recent studies on EFL teacher motivation across different disciplines and cultures, this paper aims at sharing the author’s personal experience with colleagues who have taught in CLIL trainee courses for High School content teachers. The results of the project, carried out in university run-courses from 2013 to 2017, have shown that teaching certain linguistic aspects (such as WE and ELF features, or word-forming processes) makes teachers linguistically aware of the plurality of English in communication and education, stimulates them strategically, increases their intrinsic motivation and influences their teaching effectiveness.