摘要：Abstract The paper describes structure, rationale, principles, application, outcomes and transferability elements of an ongoing consultancy carried out by the authors with a team of CLIL (Content and Language Integrated Learning) teachers in a primary school in Alto Adige/Süd Tirol, Italy, where a CLIL plurilingual programme has recently been introduced. The consultancy seeks to access and articulate teachers’ tacit knowledge about good pedagogy, to work with teachers to agree on good practice in CLIL through action research and discussion, and to support teachers’ professional development.
关键词：CLIL;plurilingual education;teacher professional development;teacher support;educational consultancy;action research
