This chapter presents a reflexive approach to teacher identity in CLIL, which is structurally similar to the sociolinguistic approach to language acquisition (e.g., Norton 2013), replacing psychological concepts (e.g., motivation) with sociological ones (e.g., investment). Teacher professionalization is understood as a reflexive, biographically embedded process of identity construction that can be modelled using the concept of Bildung as a transformation of a teacher’s relation to him‑ or herself and to the (professional) world s/he is acting in (Bonnet & Hericks 2013). We use this theoretical framework to explore the state of the art of international CLIL teacher research. Findings from the literature will be complemented by data from an ongoing research project.

Advocating dialogue between language teachers and learners has been an area of growing exploration, particularly in the area of reflective practice in second language teacher education. In this brief report, we

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