Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers

Content and Language integrated learning (CLIL) revolves around the dual goal of language acquisition content knowledge; therefore, cross-curricular collaboration between teachers is one key factors for success CLIL education. This study investigates multiple aspects in a Vietnamese program, including teachers’ beliefs about pedagogic roles, professional support provided, actual implemented. Data collected from eight through semi-structured interviews were coded emerging themes using thematic analysis, relevant documents analysed as complementary data. The findings indicate that viewed their pedagogical responsibilities foci rigidly within discipline, rather than dual-focused role both teaching. Additionally, mismatch provided by school program designers was identified, indicating insufficient training supervision implementation program. Although there evidence teacher collaboration, practice still lacked consistency systematicity due to issues such workload, schedule motivation. this have important implications development curriculum design bilingual programs facilitate successful collaboration.