The Thrills and Ills of Content and Language Integrated Learning

In this chapter, we will report on an exploratory, qualitative study investigating the professional subjective well-being (SWB) of secondary school content and language integrated learning (CLIL) teachers in Austria. The aim is to better understand the factors which appear to contribute to CLIL teachers either ‘flourishing’ or ‘floundering’ in their professional roles. It has been found that CLIL teachers can suffer from anxiety, low self-efficacy and identity ambiguity (e.g. Aiello et al., 2017; Pappa et al., 2019), all of which can threaten their professional well-being. However, other teachers thrive in the CLIL setting seeing it as an exciting opportunity for