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Research has shown immersion to be effective, yet our understanding about the integration of language and content in Irish-medium immersion (IMI) pedagogy remains incomplete. This article reports on how the teaching of mathematics in the IMI elementary setting, supported pre-service teachers in bridging the language and content gap. The study utilised Japanese Lesson Study (LS) to design and implement mathematics lessons and qualitative data were collected from a variety of sources. Findings provide unique insights into the knowledge demands related to designing and implementing content lessons and reveal the challenges for pre-service teachers in providing balanced language and content instruction.

This work explores how comic-based digital storytelling can support children and teachers in combining foreign language and content teaching in the Content and Language Integrated Learning (CLIL) framework. In particular, we focus on investigating three specific aspects: (1) the use of digital storytelling in terms of collaboration, engagement and ease of use, (2) the adoption of comic-based digital storytelling in the CLIL framework, and (3) the benefits and limitations in using digital storytelling in comparison to a paper-based version. In order to investigate these aspects, we develop a case study in a primary school in Italy. A class of 18 children and 2 teachers used a digital tool, named ComicsCLIL, with the aim of creating digital narratives in the CLIL framework. The results provide some evidences that comic-based digital storytelling can be a beneficial educational tool for approaching CLIL lessons. It emerged, in fact, that digital storytelling, as supported by ComicsCLIL, can facilitate this practice by being engaging, easy to use, fully educational while considering the collaborative aspect.

Background: The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in CLIL settings brought us to focus on the questions teachers ask in upper secondary CLIL biology classrooms. Our aim was to understand how these questions effect science content learning opportunities. A multiple-case study design was implemented to examine and understand the complexities of teacher-student interactions. Data were collected in three case studies, each located in a different school (two in Germany and one in Italy), where CLIL senior secondary science classrooms were observed and audio-recorded. Classroom talk transcripts were analyzed using a mixed methods approach to discourse analysis. Results: Findings suggest that a teacher's strategic use of questions has the potential to promote both science understanding and science language development. Questioning contingent on students' answers was observed to both promote content understanding and to lessen the linguistic demand on CLIL students by splitting both reasoning processes and language production into more manageable units. In addition, a higher level of cognitive engagement was present only when students managed to participate in the classroom discourse with answers longer than single utterances. To allow students to actively participate in the classroom discourse, teachers were observed adopting and promoting translanguaging practices, that is, the flexible use of more than one linguistic code. Furthermore, teachers asked language-related questions that promoted both understanding and use of disciplinary language. Conclusions: The questioning practices observed in this study offer both practitioners and researchers ways of understanding issues of content access in upper secondary CLIL science classrooms. We recommend STEM teachers in CLIL settings not to oversimplify the linguistic demand on students, as this leads to an oversimplification of content. To lessen the linguistic barriers, practical strategies are recommended to support both cognitively and linguistically productive questioning in STEM CLIL classrooms.

Digital gamification has been argued to be a fun and enjoyable method to support Learning English as a Second Language (LESL) and to ease the gap between students' learning and educational practice. This systematic review presents an overview of the state of the art on the use of gamification for LESL in digital environments. Furthermore, this review study maps learning experiences of learners and their learning outcomes when they deal with LESL through gamification. For this systematic review, 22 publications dating from 2008 through 2019 were studied to highlight the foci of this field of research. Although, these studies reported positive effects of gamification on learners' learning experiences and their learning outcomes, none of the publications reported specific gamification elements associated to the learning experiences and outcomes. Being enjoyable, engaging, motivating and fun were positive learning experiences of gamified LESL environments. Content language learning, engagement, motivation, and satisfaction were targeted learning outcomes of gamified LESL. The results of this study provide suggestions on how to design digital gamification for students' LESL and their corresponding learning experiences and outcomes.

In the shift to English-medium instruction (EMI) in European higher education, policy often runs ahead of research and curricular decisions are taken independent of evidence regarding their suitability for achieving broader educational goals, which may range from internationalisation as a general strategy to English language learning as a more specific one. Where English language learning is a goal, EMI may be CLIL"ised," that is, it is adopted not only for content delivery, but also as a means through which students might improve their English. Drawing on interviews and classroom observations, and employing a Membership Categorisation Analysis methodology, this paper examines how a lecturer in agronomic engineering at a Catalan university experiences CLIL"ised" EMI. It documents how the lecturer positions himself as a content lecturer and how categories are produced and negotiated in interviews and classroom practices. Among other things, the paper shows that while the lecturer refuses to inhabit an English-language teacher identity, he nonetheless acts in this capacity when he focusses on vocabulary learning through the provision of glossaries and translation. These and other findings point to a more general disjuncture between policy and practice, which, it is argued, needs to be addressed by university administrators and EMI lecturers.

This study investigated the use of an augmented reality (AR) -supported application called STEMUP to develop mobile English courses on Android and iOS smartphones. It focused on vocabulary and listening and speaking skills, in an initial assessment of the effectiveness of implementing AR-based mobile English courses. The study was conducted with English major sophomores who took an elective course, Design and Practice of Mobile Learning, at a technology university in Taiwan. A preliminary curriculum was prepared for integrating STEMUP into English courses in which students would not only learn how to develop ARbased mobile English courses but also practise target English skills with two assigned English courses on STEMUP. The results from the student questionnaire indicated that the layout design of the student-generated AR-based mobile English courses complied with several of Mayer's principles of multimedia learning and that the focus on learning with the mobile English courses met Chapelle's seven suggested criteria for the development of multimedia computer-assisted language learning. The students of English as a foreign language responded that STEMUP was an easy application for developing AR-based mobile English courses and that learning with the assigned AR-based mobile English courses was interesting and motivational. Implications for practice or policy: (1) Teachers of English as a foreign language can easily develop AR-based mobile English courses on STEMUP by referring to Mayer's principles of multimedia learning; (2) Focusing on learning English language with AR-based mobile courses meets Chapelle's suggested criteria for development of multimedia computer-assisted language learning; and (3) This AR-supported STEMUP can be extended to educational settings, especially in remote schools that lack English learning resources and teachers.

Content and Language Integrated Learning (CLIL) is an educational approach that integrates language learning with content teaching of subjects such as science. The CLIL approach regards culture a core component, however, science teachers often struggle to integrate a cultural component in their lessons. This study describes a pedagogical intervention using CLIL in a state school in Bogotá, Colombia. The first cycle of an action research project was implemented over the course of 1 year with 50 students (aged 15-19 years) and their teacher. Students used technology-enhanced CLIL-based environmental learning projects to integrate content (science) and a vehicular language (English). Questionnaires, a teacher's journal, artefacts, and interviews were used to collect data. The findings show students' positive perceptions of CLIL and highlight the value of explicitly considering a cultural component in science lessons, framed through a lens of scientific citizenship. Implications for CLIL and science education are discussed.

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when teaching subject content in the medium of English in Hong Kong, with a focus on their form-focussed processing and facilitation of language learning strategies. In the study, data collected through classroom observation and interviews were analysed. The analysis revealed that the participants covered limited language forms and language learning strategies in teaching. Their (lack of) language-related pedagogical practices were further interpreted with reference to their awareness of the roles of language in teaching, their understanding of the demands of the language used for learning, and their knowledge of EFL/ESL pedagogy. These findings confirm the significance of developing subject teachers' language awareness through CLIL teacher education programmes in successfully implementing CLIL programmes.

This article updates the trends and developments of Japanese as a second language (JSL) research since Mori and Mori (2011) by reviewing nearly 200 selected empirical studies published in English or Japanese between 2010 and early 2019. The first section of this review examines the cognitive aspects of second language (L2) Japanese development, focusing on vocabulary and kanji (i.e., Chinese characters transferred into Japanese) learning, syntactic development, and the issues surrounding reading and writing. The second part investigates sociocultural issues in L2 Japanese development and use, including pragmatic development, multilingual/translingual perspectives, and multilingual youth. The third section explores the role of affective variables (primarily learner motivation) in L2 Japanese development. The last section considers various pedagogical issues, including corpus-based studies and the development of materials and resources, instructional designs and classroom studies, technology-enhanced language learning and new instructional models, critical approaches to teaching Japanese and content-based instruction. The review of these themes illuminates trends and emerging areas of interest in post-2010 L2 Japanese research inspired by current developments in applied linguistics and second language acquisition (SLA) research, as well as unique features of Japanese language and sociocultural contexts.

Given the exponential growth in the popularity of early foreign language programs, coupled with an emphasis of evidence-based instruction, assessing young learners' (YLs) foreign language abilities has moved to center stage. This article canvasses how the field of assessing young learners of foreign languages has evolved over the past two decades. The review offers insights into how and why the field has developed, how constructs have been defined and operationalized, what language proficiency frameworks have been used, why children were assessed, what aspects of their foreign language proficiency have been assessed, who was involved in the assessment, and how the results have been used. By surveying trends in foreign language (FL) and content-based language learning programs involving children between the ages of 3 and 14, the article highlights research into assessment of and for learning, and critically discusses areas such as large-scale assessments and proficiency examinations, comparative and experimental studies, the impact of assessment, teachers' beliefs and assessment practices, young learners' test-taking strategies, age-appropriate tasks, alternative and technology-mediated assessment, as well as game-based assessments. The final section of the article highlights where more research is needed, thus outlining potential future directions for the field.

Following recommendations by the European Commission, bilingualism has been promoted in various ways in the German federal state of Baden-Württemberg. Language classes and the concept of immersion were gradually introduced in primary schools, while, at the secondary level, Content and Language Integrated Learning (CLIL) programmes were established. The present study analyses how these programmes interact with intelligence, motivation and anxiety. Data were collected from 419 learners in Grade 11 by means of two psychometric tests. Interaction between primary-level language lessons and intelligence proved to be minor, while motivation was found to be higher and inhibiting exam anxiety lower the earlier pupils had started learning English. Regarding programmes at the secondary level, highly significant differences were observed with respect to, in particular, verbal aspects of intelligence, with CLIL participants outperforming their non-CLIL peers. Likewise, motivation proved to be greater among CLIL learners, who were also found to suffer from a higher level of fear of success. Our results show that programmes promoting bilingualism not only influence L2 proficiency, but are related to cognitive and affective variables in ways that should be made explicit by curricula and taken into account by research on the linguistic outcomes of selective programmes such as CLIL.

The present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers' awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as 'competent English language users' instead of non-native English language teachers. Moreover, the findings suggested that teachers' CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

The paper seeks to demonstrate how academic Content Obligatory Language can be potentially organized in teacher talk applying semantic gravity waving from Legitimation Code Theory. The questions asked are: Which concepts do I teach from my discipline in this session? How do I teach these to ensure effective comprehension? Research was conducted for a Content and Language Integrated Learning academic English language programme for undergraduates at a leading Asian University. Three texts as theoretical planning for a teacher input session were composed and provided to students to read. Each text represented different semantic gravity profiles. Students reported which of these texts, if any, was most effectively explaining key concepts from the course. They then provided qualitative comments to substantiate their decisions. Findings indicate that knowledge and use of semantic graving waving can theoretically facilitate student comprehension more effectively and could be a useful tool for planning teacher talk.

Drawing on usage-based approaches this paper addresses the challenge of capturing EMI teachers' linguistic needs for the purposes of teacher training in international Medical Education. The focus is on EMI medical teachers in various instructional formats. Each format requires a specific linguistic repertoire resulting dynamic interactions of linguistic, didactic, and intercultural competence, which is difficult to define in linguistic modules such as syntax and lexicon. Moreover, a generic native speaker standard of language proficiency is questionable in this ELF context. Capturing the relevant EMI competence as linguistic units that can be taught in teacher training programs is therefore a challenge. The paper builds on central tenets shared by a number of usage-based approaches to propose that linguistic units of EMI competence can be conceptualized as highly specific language functions arising from a specific EMI instructional context and mapping onto suitable formulations in ELF. This conceptualization was applied in a local teacher training initiative. First, subject-specific language functions were identified through a combined analysis of the EMI instructional context and the teachers' instructional practices. Second, the identification procedure formed a starting point for a collaborative teacher training program. Third, a policy document was drafted, taking into account institutional limitations.

Due to the growing status of English as the language of international communication, English immersion programs have been on the rise in China and the rest of the world. Though there has been much discussion on the theoretical and practical characteristics and features of immersion, current models are not adequate for explaining the language-driven English immersion programs in the English as a Foreign Language (EFL) context such as China. Drawing on interviews, observations and documentary data and test scores gathered during a longitudinal study of a public-funded foreign languages school in China, this paper reports on a Sino-Canadian collaborative educational program and concludes that in addition to exhibiting most of the core features of immersion programs suggested by Swain and Johnson (1997), the program revealed several noteworthy emerging characteristics. The study argues for the importance of re-contextualizing Swain and Johnson's model of immersion to address the local social, cultural and educational contexts as more and more schools are adopting this model of language-driven bilingual education in China.

Multilingual and multicultural societies in Europe pose new challenges for schools and have led to the expansion of the Content and Language Integrated Learning (CLIL) approach to foreign language teaching. English teachers in Catalan primary schools frequently face the challenge of integrating science teaching with foreign language teaching. This paper analyses how an English primary teacher's performance as a science-CLIL teacher evolves by means of coteaching with science teachers, and relates changes in her performance to the development of a science-CLIL teacher professional identity. An analytical framework has been constructed that includes: (1) a science-CLIL teacher professional identity model, and (2) a model that characterises collaborative practice in a cotaught science-CLIL classroom. The results indicate that coteaching is a powerful strategy for promoting discursive changes that can be considered evidence of the English teacher's science-CLIL teacher professional identity development through: (a) challenging her English teacher sub-identity to embrace multilingualism in the classroom; (b) developing a science teacher sub-identity that allows her to participate successfully as a science teacher and therefore to share leadership when teaching science, and (c) constructing a CLIL-teacher sub-identity that is more capable of balancing English teaching and science teaching.

Science teachers mediate social and academic language in science classrooms through teacher talk and classroom discourse. In multilingual classrooms, ways home and international languages are deployed can affect conceptual learning of science. This study investigates, through Bakhtin's dialogic perspective, multilingual language practices and language deployment within Lebanese grade 8 science classrooms and their influences on students' conceptual understanding and meaning-making of science. Data came from private and public middle school science classrooms with different SES. At least eight science lessons were videotaped for analysis. Science teachers were interviewed and video-based student focus group interviews were conducted. A multi-level dialogic framework was used to analyse language practices and participants' meaning-making. Classroom interactions were analysed based on communicative approaches (authoritarian/dialogic), patterns of discourse, and emerging science knowledge types. Languages deployed by students and teachers were also examined. It was found that within lower SES contexts (public schools), teachers deployed home language more fluently for different purposes. In lower-middle SES private schools, teachers adamantly used English even at the expense of conceptual learning. Teachers and students' meaning-making of their language practices involved both ideological and instrumental aspects. We discuss how different forms of authoritarian discourse intersect to legitimise and reproduce certain inequities.

This article reports on results from a multi-case study on the implementation of Content and Language Integrated Learning (CLIL) in bilingual elementary schools in a monolingual region of Spain (Cantabria) by examining four school teachers' CLIL instructional practices to teach content in a foreign language (English). The study examined whether teachers' instructional practices successfully integrated content and language. Data were collected from four participants using in-classroom observations, semi-structured interviews, and classroom documents (the course syllabus) and then analyzed qualitatively. Findings showed that (a) integration of content, language, and learning strategies was not observed, (b) instructional practices of the observed teachers showed a preference for content teaching, (c) language teaching was overlooked, and (d) teachers lacked academic language awareness and only considered key-content vocabulary. The findings suggest that the lack of awareness of how to practically carry out CLIL in the classroom can compromise the integration of content and language in bilingual programs.

In Content and Language Integrated Learning (CLIL) programmes, students learn content knowledge and a second/foreign language (L2) simultaneously. It follows that both content and language are assessed, although research on how to do so remains scarce. This study explores the interplay between cognitive and linguistic demands of CLIL assessments. Having analysed over 4900 questions in Science/Biology textbooks, workbooks and examination papers in Hong Kong, we observed that junior secondary assessments were dominated by low-level cognitive (i.e. recall of knowledge) and linguistic (i.e. no production or word-level production) demands, whereas senior secondary assessments required higher-order thinking skills (i.e. application and analysis of knowledge) expressed in sentences or even texts. Also, based on the analysis of 70 junior secondary students' performance in school examination papers, we noticed a potential hindrance of linguistic demands to students' performance in CLIL assessments. These findings together underscore the integral role of language in CLIL assessments and raise questions about the adequacy of existing pedagogical practices in preparing students to tackle both cognitive and linguistic demands in CLIL assessments, particularly when they proceed to higher grade levels where the demands in both dimensions leap. These have significant implications for CLIL assessment design, pedagogy and teacher education.

English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual teachers participating in CLIL-type bilingual programs, who must comply with the minimum B2 level of English and are expected to engage in the successful teaching of content subjects. Within this context, this paper draws from a larger multi-sited linguistic ethnography and analyzes the organization of bilingual classroom interactions in a semi-private school that claims to implement a distinct language program built around teaching partnerships between 'native' language assistants (NLAs) and content teachers (CTs). We draw from critical research on communicative competence and changing definitions of workers in late capitalism to examine how linguistic and professional hierarchies are reconstructed within this bilingual classroom interactional order.

Many students, enrolled in colleges and universities that use English as a medium of instruction, have difficulty understanding lectures in specialized courses delivered in English such as medicine, dentistry, pharmacy, biology, biochemistry, anatomy, physiology and others. They also have difficulties reading specialized texts and learning specialized terminology. The article shows how supplementary online medical animations & videos can be integrated in healthcare courses to enhance students' listening, speaking, reading, writing and vocabulary skills; the advantages of integrating medical online animations and videos; a sample of online medical animations and videos; stages of teaching and learning; examples of activities that use animations and videos to develop listening, speaking, reading, writing skills and medical terminology knowledge; and teacher's role.

Background: It is frequently implicitly assumed that advantages in language acquisition when learning content through a second language exceed the disadvantages of reduced content acquisition. Aims: Based on cognitive load theory, that assumption was tested experimentally. The theory is concerned with techniques for reducing extraneous working memory load in order to facilitate learning. Materials: This study used a listening task. Methods: French students of Law and Political Science listened to an audio document about the European Court of Humans Rights under one of four experimental conditions: in their native language (French) twice; in a second language (German) twice; first in French, then in German; or first in German then in French. After the listening task, we tested students' understanding of both the German language and of the academic content. Results: Our results indicated that listening to the content in French before listening to it in a second language was beneficial for both content and language learning. In contrast, listening to content in a second language not only depressed content acquisition as is to be expected, but also depressed language acquisition. We discuss the relevance of cognitive load theory to frame learning tasks aimed at teaching content through a second language.

With financial and methodological support from Simon Fraser University's (SFU) Institute for the Study of Teaching and Learning in the Disciplines, the authors created and implemented modules involving foreign-language instruction--in literary Chinese, Dari, and Latin--in three upper-division history courses. Luke Clossey taught the courses, and Vlad Vintila advised on the implementation and tracked student response and project success. This article describes the theoretical, pedagogical, and methodological background of the project, its execution, and its results. It concludes with recommendations for other teachers interested in running similar experiments.

Content and Language Integrated Learning (CLIL) has become increasingly popular all over Europe. As the target language is invariably English, many see CLIL as a way of helping learners develop an optimal command of English as a foreign language (EFL). The focus of many research studies has been on gains in language proficiency but the aims of CLIL reach well beyond this. The present study concentrates on whether CLIL also contributes to building pupils' confidence as EFL users, well-prepared for life in an internationalised world. Specifically, it looks at the impact on two constructs: 'EFL confidence' and 'international orientation'. The study was undertaken with 11 groups of 12-15-year-olds at 'grammar' schools (i.e. preparing for university) in the Netherlands, Germany and Italy and involved 231 pupils: 123 pupils following CLIL streams and 108 mainstream pupils. The results indicate that all pupils, both CLIL and mainstream, showed a positive development on our two variables during their first two years at grammar school. The CLIL intervention seemed to produce only a small added value. This was only a small-scale study but it highlights the need for further investigation of the impact of CLIL with a wider range of learners.

Current social development demands the education of new generations with a solid scientific knowledge as well as with an international language knowledge as English which allow appropriately professional interactions and communications in different sociocultural contexts. This current conference paper dealt with a problem focused on how to favor Content and Language Integrated Learning (CLIL) in Junior High School students during the teaching and learning process of Physics. This paper aims to socialize an Integrated Task-Based Learning experience to favor Physics subject content learning and English learning. An experimental and longitudinal study was conducted with eighth grade students at Hubert de Blanck Ortega Junior High School in Las Tunas province, The Republic of Cuba. Physics content learning and English learning of students was explored and compared in two different moments, before and after the implementation of Integrated Task-Based Learning. An intentional sample of 36 students was taken. A mixed research approach was applied where several research methods were implemented. Methods such as survey, literature review and modeling were applied. Additionally, mathematical statistical procedures were used to gather, organize and presentation of dataset by means of tables and graphs. The results showed that Integrated Task-Based Learning which was implemented contributed to enhance Content and Language Integrated Learning. [ABSTRACT FROM AUTHOR]

Content and language integrated learning (CLIL) involves teaching an additional language through the study of a subject, and teaching the subject through the medium of the new language. CLIL approaches to additional language acquisition are widely adopted and broadly successful, though some content-subjects may be better suited than others. The acknowledged success of a program where the content-subject was The Arts is the basis for this illustrative case study. The setting is the middle-years of a school in China that prepares students aged 11–14 for future studies in English-speaking countries. The conceptual frame for this study is the signature pedagogies of arts education. Signature pedagogies are the distinctive, characteristic and widely adopted pedagogical practices associated with the specific discipline. The signature pedagogies framework serves to identify qualities of the learning and teaching in this study that are broadly and systematically practised, and therefore have relevance beyond the specific case. It was found that the teacher's skilful implementation of the signature pedagogies of arts education played a primary role in the success of the program. This finding supports the broader adoption of The Arts as a suitable content-subject for CLIL. [ABSTRACT FROM AUTHOR]

Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students’ perspectives and enhance CLIL’s success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students’ SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL’s success requires prioritising assessment, considering the state of ‘others’, and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students’ SRL in CLIL settings and informs future research on student-focused aspects in CLIL. [ABSTRACT FROM AUTHOR]

This research was a quasi-experiment that examined the effects of CLIL in an educational context in Taiwan's higher education. Two groups of first-year undergraduate students were involved. One (65 students) was taught with CLIL; the other (59), the conventional approach. Their knowledge of the content and learning attitudes (self-efficacy and motivation) were quantitatively compared through achievement tests and a questionnaire. A qualitative semi-structured survey asked both groups for their perspectives on and perceptions of the treatments. The quantitative results show that both approaches were significantly effective for improving students' knowledge of the content of the target subject (literary text), but the EG outperformed the CG. Likewise, both groups had positive learning attitudes to their treatments, but the EG also outweighed the CG. Furthermore, the qualitative accounts generated diverse results, reflecting the underlying difference between the approaches but showing that both approaches were welcomed. However, the conventional method was more favored than CLIL, mostly because of the participants' learning preferences or because of the learning patterns which they had formed over years of studying in the specific cultural-education system (i.e., that of Taiwan) chosen for the study. [ABSTRACT FROM AUTHOR]

Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach: The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings: Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value: This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations. [ABSTRACT FROM AUTHOR]

Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruction, but little attention has been paid to CLIL assessment, where students’ knowledge is assessed in their less proficient language. It is then worth exploring whether and how CLIL assessment allows students to mobilise multimodal resources to demonstrate their actual learning. Through in-depth individual interviews with 10 purposefully sampled secondary school CLIL teachers in Asian contexts and examining their assessment materials, this study investigates teachers’ perceptions and practices of using multimodal resources in CLIL assessment. It is found that although teachers are aware of the affordance of multimodal resources in making assessment questions accessible to students and mediating students’ content knowledge expression, teachers generally need more systematic knowledge and skills to design effective multimodal assessment tasks, develop multimodal assessment criteria, and provide feedback on students’ multimodal production. These findings have important implications for CLIL assessment design and CLIL teacher assessment literacy. [ABSTRACT FROM AUTHOR]

Abstract\nABSTRACT IN CHINESE\nPLAIN LANGUAGE SUMMARYIn bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers’ language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language teachers is argued to be effective in enhancing teachers’ language awareness and strategies of integrating content and language teaching. This study explored this by investigating 12 secondary schools in Hong Kong which implemented partial or full English Medium Instruction, with a specific focus on how cross-curricular collaboration was implemented, and whether this may have promoted teachers’ language awareness and practices. With questionnaires, interviews, classroom observations and artefacts, the study observed that teachers were generally aware of the difficulties students encountered when learning content subjects through English, and content subject teachers tended to recognise their roles of incorporating language teaching into content lessons. Such self-reported language awareness was corroborated by the various strategies integrating content and language teaching in the observed ­lessons. These findings demonstrate a cyclic relationship between cross-curricular collaboration and teachers’ language awareness – teachers’ language awareness is essential to make cross-curricular collaboration happen, and it is further reinforced after teachers collaborate with each other.在雙語教育課程中, 教師, 尤其是學科教師, 在幫助學生同時掌握學科知識和目標語言方面發揮著重要作用。在這方面, 教師的語文認知至關重要, 因為這將影響他們的教學實踐。學科老師與語文教師之間的跨學科協作被認為可以有效地提高教師的語文認知以及內容與語文結合的教學策略。本研究通過調查香港12所實施部分或全部英語授課的中學來探討它們如何實施跨學科協作, 以及這是否可以促進教師的語文認知和教學實踐。通過問卷調查、訪談、課堂觀察和收集學校文件, 本研究發現教師普遍意識到學生以英語學習學科時遇到的困難, 學科教師一般認同他們將語言教學融入學科課程的角色。這種自我報告的語文認知也展現在課程中整合內容和語言教學的各種策略。這些研究發現表明, 跨學科協作與教師語文認知之間存在相輔相成的關係, 換言之, 教師的語文認知有助推動跨學科協作, 並且在教師協作後會進一步加強。In bilingual education programmes, it is important for teachers to help students master content knowledge and the target language at the same time. In this aspect, teachers’ language awareness, which will affect their teaching practices, is crucial. Such awareness could be enhanced through collaboration between content subject and language teachers. This study explored this by looking into 12 secondary schools in Hong Kong which used English to teach some or all content subjects. We focused on how cross-curricular collaboration occurred, and whether this may have promoted teachers’ language awareness and practices. We found that teachers were generally aware of the difficulties students faced when learning content subjects through English, and content subject teachers tended to recognise their roles of integrating language teaching into content lessons. These findings are important because they show a close relationship between cross-­curricular collaboration and teachers’ language awareness. In other words, teachers’ language awareness is essential to make cross-­curricular collaboration happen, and it is further reinforced after teachers collaborate with each other. [ABSTRACT FROM AUTHOR]

To date, most studies that explore the differences in motivation between content and language‐integrated learning (CLIL) and non‐CLIL learners have been mainly quantitative or have not controlled for differences in socio‐economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non‐CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self‐system and the construct of self‐concept, this study employed a mixed‐methods approach to explore CLIL and non‐CLIL learners' current and future self‐visions. Fifteen‐year‐old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self‐concept, academic self‐concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non‐CLIL learner groups, CLIL participants are found to display a slightly more positive self‐concept and more robust ideal L2 self‐visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought‐to self is found to be a secondary, yet potentially positive force toward higher motivation. [ABSTRACT FROM AUTHOR]

Knowledge of a foreign language takes priority in modern conditions of globalization. Possession of integrated communication skills that ensure professional and business relationships between people of different countries becomes an obvious necessity for future foreign language specialists. Accordingly, the CLIL technique, known in the world and actively used for effective foreign language learning, is receiving special attention at the current stage. The article examines the main advantages and challenges of using the method of content and language integrated learning in the Ukrainian educational system, and draws attention to the main factors on which the successful implementation of the CLIL method in Ukraine depends. [ABSTRACT FROM AUTHOR]

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI intervention. The sample was made up of 105 students, 55 of whom were given instruction in English, and 50 in their mother tongue, Spanish. Two instruments for motivation in English and science were applied before the intervention, two weeks and one year afterwards. Additionally, an open-ended questionnaire was used with the experimental group to gain a more in-depth insight into student perception of EMI. Results showed that the short intervention had a beneficial effect on motivation towards science content learning in the short and long term, although no differences were detected on motivation to English language learning. The student stance on the experimental instruction of science in English was highly positive. [ABSTRACT FROM AUTHOR]

Methodology of content and language integrated learning (CLIL) is a gradual replacement of cramming and sometimes unconscious repetition. The principle of integration and functional contextual mastering of a foreign language have become extremely popular in the world, and have also made it possible to determine the advantages and problems of implementing the content and language integrated learning method into the educational process in many countries of the world. The given article is devoted to the issue of using the methodology of content and language integrated learning (CLIL) at each educational level of the Ukrainian education system, its methodological tasks are considered at each structural stage. Attention is paid to the main conditions for the successful implementation of the method of content and language integrated learning (CLIL) in Ukrainian secondary education institutions. The general principles of lesson planning and a series of English language lessons in Ukrainian secondary schools are considered. [ABSTRACT FROM AUTHOR]

This study explores the relationship between CLIL and L1 ability in a Finnish secondary education context. The study is based on the analysis of L1 written and oral productions of four ninth-grade students (2 CLIL and 2 non-CLIL). Written production was evaluated through a short essay task, while oral production was assessed via a verbal fluency task and a picture naming task. In the written task, students responded to a question related to a topic previously covered in their curriculum. In the verbal fluency task, participants were given 60 seconds to produce as many words as they could beginning with a given letter. In the picture naming task, participants were asked to name 12 pictures that were shown on a screen. The results were analyzed and discussed regarding not only participants’ linguistic backgrounds but also their self-assessed language abilities in English and Finnish. In two of the tasks, the CLIL students performed worse than the non-CLIL students in their L1; however, no clear pattern emerged in the third task. The study sheds light on the relationship between CLIL and L1 ability in the context of a discussion about the benefits and linguistic costs associated with bilingualism. The results highlight the importance of accounting for the impact of socioeconomic status and other L2 exposure in future studies in this area. In addition, the authors contend this is an area of research that merits additional attention given the present and future scope of bilingual education globally.

It has been suggested that Content and Language Integrated Learning (CLIL) positively affects learners’ content-related vocabulary. While CLIL has become increasingly popular throughout Spain, the language of instruction in this learning environment has predominantly been English, largely to the neglect of other languages. Calls have consequently been made to conduct comparative research across other languages to better understand the strengths and weaknesses of CLIL irrespective of the language of instruction. In addition, female learners have been found to outperform males in areas of vocabulary such as lexical availability (LA) in English. However, given suggestions that CLIL may blur gender differences, it is unclear whether this difference is also found in a multilingual CLIL context. This study thus aims to determine whether an English advantage is observed in LA in a multilingual CLIL environment, and whether this advantage varies in male and female learners. Results indicate that there is a clear dominance in English over French, regardless of gender. However, analysis across different grades reveals that CLIL instruction has a clear effect on the students’ LA in different languages, but in different ways for male and female learners. The findings are of key importance to CLIL stakeholders wishing to support male and female learners in multilingual classrooms.

In today’s globalized era, education stands at the nexus of profound transformation. As the globe shrinks and cross-cultural interactions become the norm rather than the exception, the traditional boundaries between language learning and content subjects are being dismantled. This union is not just a pedagogical trend, but a response to a world where interdisciplinarity and multilingualism are paramount. This article delves into the transformative approach of integrating content and language, spotlighting its significance, evolution, benefits and challenges, and the vast potential it holds in shaping the future of education worldwide. Through this exploration, we will uncover ways in which the successful marriage between content and language is pragmatically reshaping educational paradigms, offering students a richer, more holistic learning experience tailored for the complexities of the modern world.

AbstractThe pedagogical approach—Content and Language Integrated Learning (CLIL)—has been widely adopted around the globe with its dual aims of developing students’ second language (L2) proficiency and mastering content knowledge simultaneously. However, its effectiveness remains inconsistent. This inconsistency has led researchers to call for an investigation into the perspectives of CLIL students to understand the factors behind the success and failure of CLIL implementation. To address this gap, this study explores CLIL students’ perspectives through the lens of self-regulation and examines the relationships between CLIL students’ self-regulation levels, linguistic challenges, and learning outcomes. Involving 167 junior secondary students from three schools in Hong Kong that adopted different CLIL models in Hong Kong, the study revealed moderate self-regulation levels and varying linguistic challenges among CLIL students, with listening being identified as the most difficult skill. A significant, moderately positive correlation was found between self-regulation levels and perceived linguistic challenges. Multiple regression analysis also found that motivation was a key predictor of both L2 proficiency and content subject achievement, while other self-regulation constructs (self-preparation, self-monitoring, and self-reflection) showed non-significant predictive values. Pedagogical implications are provided to develop students’ self-regulation skills and address perceived linguistic challenges, ultimately enhancing the learning experience and outcomes for CLIL students of diverse abilities. [ABSTRACT FROM AUTHOR]