ARCHIVES
VOL. 2, ISSUE 2 (2026)
An English as a lingua franca perspective on teachers' attitudes toward content and language integrated learning in Serbian higher education
Authors
Katarina Stojkovic Boulos
Abstract
Content and Language
Integrated Learning (CLIL) has emerged as one of the most influential
pedagogical approaches in bilingual and multilingual education across Europe.
Despite its growing prominence, research examining CLIL implementation in
Serbian higher education remains limited, particularly from the perspective of
teachers operating in English as a Lingua Franca (ELF) context. This
qualitative study explores university teachers’ attitudes toward CLIL, their
perceptions of teaching efficacy, and the challenges they experience in English-medium
instruction at a private university in Serbia. Data were collected through
semi-structured interviews and open-ended questionnaires involving nine
university instructors across multiple disciplines. Using thematic analysis,
the study identified four dominant themes: positive perceptions of CLIL
pedagogy, insufficient professional preparation, linguistic insecurity linked
to native-speaker norms, and institutional constraints affecting
implementation. The findings suggest that although teachers recognize the
academic and international value of CLIL, sustainable implementation requires
systematic teacher training, curriculum adaptation, and institutional support.
The study contributes to current discussions on multilingual pedagogy, teacher
cognition, and English-medium instruction in emerging CLIL contexts.
Download
Pages:65-69
How to cite this article:
Katarina Stojkovic Boulos "An English as a lingua franca perspective on teachers' attitudes toward content and language integrated learning in Serbian higher education". International Journal of Applied Review
, Vol 2, Issue 2, 2026, Pages 65-69
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.