Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

<i>This collaborative autoethnographic (CAE) study has investigated how three tertiary-level teachers of an English language lecture preparation course in a Japanese university engaged with each other over two-year period from 2020 to 2022 regarding their approaches the adoption Content and Language Integrated Learning (CLIL) approach syllabus design teaching. With two new based newly established department teacher more department, insights were gained through unfolding online CAE face-to-face discourse into respective thoughts motivations underpinning pedagogical philosophies interpretations CLIL meet departmental students' requirements. Key findings revealed that backgrounds experience CLIL, as well institutional shifts curriculum aims, have all directly indirectly shaped current pedagogy similarities differences time. Of significance is itself emerged vital community-building forum for themselves acted site varying levels transformation practices. </i>