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Tereza Brzá, Masaryk University, Czech RepublicAbstract
This contribution presents an exploratory case study focused on the initial implementation of the Content-Based Language Teaching (CBLT) approach in a lower secondary foreign language classroom in the Czech Republic. The aim is to examine the lived experience of a novice English as a Foreign Language (EFL) teacher as they incorporate real-world topics – specifically media literacy – into their lessons, aiming to create an engaging classroom environment through authentic materials and content relevant to students’ lives. The study employs qualitative methodology, with data collected over a five-week period through classroom observations, reflective journaling, and semi-structured interviews with the teacher. Thematic analysis revealed key aspects of their experience, including evolving instructional practices, perceived challenges, and the development of content-based strategies. Findings suggest that authentic content increased student engagement and fostered critical thinking, though the teacher struggled to balance linguistic and cognitive demands, particularly with unadapted materials. Notably, the experience prompted a shift in the teacher’s pedagogical mindset toward more purposeful and relevant instruction. While exploratory in nature, the study offers insights into the challenges and opportunities of adopting CBLT, emphasizing the importance of teacher support, targeted preparation, and reflective practice in enabling effective implementation and instructional change.
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Conference: ECE2025Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Brzá T. (2025) Bringing Real-World Topics Into Language Classrooms Through Content-Based Language Teaching: An EFL Teacher’s Perspective ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 661-672) https://doi.org/10.22492/issn.2188-1162.2025.52
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.52
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