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The second part of this two-part paper starts with a review of the literature on teachers’ questions, going back 100 years, and finds an almost exclusive focus on teachers asking students questions in classrooms. To address this apparent oversight on the other kinds of questions teachers ask, for example to each other and to themselves, Colombian teachers were asked to write their questions about CLIL, at a workshop which was part of a new MA TESOL program. A total of 85 questions were written by approximately 80 language teachers from all over Colombia, 69 of which related to CLIL. These questions were divided into three groups or sets: CLIL in the Colombian Context; The Implementation of CLIL; and Fundamental Concepts of CLIL. These questions and these three categories are analyzed to see what developers of teacher development and CLIL training programs in Colombia can learn from such questions, and how they can inform the design of such programs.

Colombian teachers' questions about CLIL: What can teachers' questions tell us? (Part II)