From Training to Practice: Designing CLIL Units in Primary Education Lesson Planning as a Pedagogical Outcome.

This study explores a CLIL teacher training course at the University of Palermo, Italy, for preschool and primary educators. Using a qualitative approach, it analyzes final teaching units to assess participants’ understanding of CLIL. The analysis focused on integrating content and language objectives, scaffolding, learner autonomy, and inclusive practices. The study offers critical insight into how targeted, practice-based professional development can address systemic challenges to produce pedagogically sound and adaptable CLIL materials in resource-constrained, monolingual settings.