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All Journal International Journal of Educational Research and Social Sciences (IJERSC) International Journal of Humanities Education and Social Sciences
Morteza Amirsheibani
Faculty of Languages and Preschool Education, Tashkent University of Economics and Pedagogy (TIPU), Uzbekistan
Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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From ELT to CLIL: Preparing Language Teachers for Content-Driven Instruction Morteza Amirsheibani; Dastonjon Uktam o'g'li2 Rustamov
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 5 (2026): IJHESS APRIL 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i5.2241

Abstract

CLIL is now used in many educational settings, yet the role of the language teacher within CLIL is still not always clear, especially for those who were trained primarily as ELT practitioners. In many EFL contexts, language teachers are suddenly expected to work with subject content, support content lessons, or cooperate with subject teachers, often without much preparation for this shift. From experience in classrooms and teacher training, this transition is rarely smooth. Teachers frequently express concerns about their level of subject knowledge, about losing focus on language, or about not knowing how far their familiar ELT techniques can be adapted for content-based work. These concerns tend to surface repeatedly in training sessions and reflective discussions. This article looks at these practical issues rather than at CLIL theory alone and argues that the problem is not a lack of content expertise. Instead, the main challenge lies in how teachers understand their role in content-driven instruction. The article suggests that language teachers contribute most effectively to CLIL when they focus on mediating meaning through language, interaction, and task design. It outlines practical directions for teacher preparation that build on existing ELT skills and experience, rather than expecting language teachers to become subject specialists
How Emotion Labor Shapes English Teacher Identity in Underfunded Universities of the Global South: A Case Study of Professional Struggles and Resilience Morteza Amirsheibani; Sevinch Xolova
International Journal of Educational Research & Social Sciences Vol. 7 No. 3 (2026): June 2026 ( Indonesia -Kazakhstan- China - Uzbekistan )
Publisher : CV. Inara in Colaboration with www.stie-sampit.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v7i3.1037

Abstract

This study deals with the emotional labor and identity construction of teachers of English at underfunded public universities in Tashkent, Uzbekistan. The study adopts a narrative inquiry, seeking to discover how teachers deal with their emotional realities in the absence of any material or expressive support from the institution. Eight teachers (five females and three males) between the ages of 29 and 52, participated in two semi-structured interviews over a month and kept weekly reflective journals. The thematic narratives indicated three major patterns: strategically suppressing emotions as a means of professional self-preservation, lack of institutional recognition whereby identity erodes, and in the end, emerging emotional resilience attributed to some forms of student interaction and collegiality. Findings indicate that the dimension of emotion is centrally positioned in the formative process of a professional identity and that, therefore, the higher education institution’s curricular reforms have to integrate these dimensions if the development of teachers has to be a long-term process.
Co-Authors Dastonjon Uktam o'g'li2 Rustamov Sevinch Xolova