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Since the 1990s, CLIL has become a popular and well-established educational approach in English Language and Teaching (ELT) and has been cited for its positive learning outcomes. CLIL's rising popularity in ELT is predicated on the necessity of internationalisation and unprecedented population mobility (Nikula, Dalton-Puffer and Llinares, 2013). Another reason why CLIL has attracted scholarly attention is attributed to CLIL's pedagogical practicality. As Coyle (2006) suggests, CLIL can offer "opportunities involving problem-solving, risk-taking, confidence building, communication skills, extending vocabulary, self-expression and spontaneous talk" (p. 7) because it fuses content and language learning with a dual-approach. Such being the case, the aim of this collective case study was to investigate 5 in-service high school EFL teachers' perceptions about and needs of CLIL. In line with this goal, relevant data were collected through 1) reflective essays written by the participants after reading the article about CLIL, which was distributed to them for raising awareness purposes, 2) semi-structured interviews with them after these lessons. This was a purely qualitative study with the aims of gaining an in-depth insight into the topic at hand from the teachers' points of view and creating a venue for their voices to be heard. Data garnered from these tools were carefully scrutinized, and the pattern coding generated three main themes regarding the research questions, namely CLIL's benefits and challenges and teachers' needs.

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The increasing number of non-native English speakers in the world has led to the use of varieties of English. Today, the number of speakers of English in the expanding circle has exceeded the number of speakers in the outer and inner circles. This has given rise to the scrutiny of English as a Lingua Franca (ELF). In this regard, the research and studies in this particular area have increased over the last decades. The purpose of this action research was to build awareness of World Englishes (WEs) among preparatory students at a private university in Turkey. The study was mainly concerned with acquainting the group with the term and raising consciousness about this subject matter. The research was conducted in a private university in İstanbul, Turkey to 20 preparatory students aged 18-21 with A2 level English proficiency. Adapted EFL materials including videos, dialogues, reading and listening texts were utilized. The data were collected through questionnaires and reflective essays. With regard to the results, the students had an idea about the concept of WEs and they became aware of the varieties of English to some extent; specifically, they displayed consciousness about the status of English across the world and sympathy toward WEs. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)