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English as a foreign language is no longer the sole object of specialized language classes, but increasingly a medium of university‐level instruction in a range of content areas. This leads to a complex interaction between new academic content and the means of expressing this expertise through appropriate disciplinary language uses. Conceptually, this study focuses on oral disciplinary–reasoning episodes, in which knowledge structures are explicitly developed. These episodes exemplify diverse ways whereby disciplinary meaning making is co‐constructed in English‐medium instruction (EMI), with one specific type being language‐related episodes which clarify specific items of terminology. Drawing on INTE‐R‐LICA, an international and interdisciplinary project, the database under investigation covers 671 minutes (67,605 words) of classroom discourse from a Spanish business administration degree programme. Findings suggest a structural diversity within these episodes, which are jointly constructed, and involve a rich variety of discursive strategies to effectuate meaning making. Our results indicate that an understanding of the crucial role of language in this disciplinary meaning‐making process is essential for the TESOL profession to remain relevant in the current English language teaching educational landscape. In addition to providing expert input into the potential of a language‐sensitive EMI pedagogy, TESOL teacher education will need to foster both language and content teachers’ awareness of the disciplinary nature of classroom discourse and its role in developing subject expertise among their students. [ABSTRACT FROM AUTHOR]

In the last issue, in accordance with InJAL's new relationship with AILA, the idea and rationale of AILA Research Networks was explained in general terms. In this issue and the next, individual co-ordinators present their ReNs and the particular activities they are engaged in. [ABSTRACT FROM AUTHOR]

Information about the topics discussed during the 16th World Congress of International Association of Applied Linguistics (AILA) held in Beijing, China on August 23-28, 2011 is presented. The symposium featured studies from European countries that deal with the secondary and tertiary educational contexts. The AILA Congress also evidenced the growing interest in Research Network's (ReN) focus into micro-and macro language and educational policies.

The article focuses on the linguistic perspectives of the International Association of Applied Linguistics (AILA) on Content and Language Integrated Learning (CLIL). It states that the AILA research network is instrumental in internationalizing research in the CLIL area. It mentions that the decisive instrument in the formation of a research community is the AILA's network symposia. It adds that the network also presents conferences which are academically or pedagogically oriented.

The article offers information on the work of the Research Network on Content and Language Integrated Learning and Immersion Classrooms (CLIL ReN) of the International Association of Applied Linguists (AILA). Topics include a symposium at the April 4-5, 2014 AESLA (Asociación Española de Lingüística Aplicada) Conference in Sevilla, Spain; a session at the AILA2014 conference in Brisbane, Australia; and research on CLIL teaching.

The article offers information on the symposia of the Research Network on Content and Language Integrated Learning and Immersion Classrooms (CLIL ReN) for 2013-2014. It mentions the thematic symposium during the CLIL2013 conference in Ustron, Poland on April 4-6, 2013. It offers information on the 2014 symposia to be held at two conferences in Seville, Spain on April 4-5 and Brisbane, Queensland on August 10-15. Also mentioned is the new website of the network.

The article offers information on the Applied Linguistics Perspectives on Content and Language Integrated Learning Conference (ALP-CLIL) to be held at Miraflores de la Sierra in Madrid, Spain from June 5 to 8, 2013, and the CLIL 2013 Conference in Silezia, Poland from April 4 to 6, 2013.