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AbstractAmong various approaches to teaching and learning English as a foreign language, content and language integrated learning (CLIL), i.e. learning subject content in a non-native language, has received wide attention. Despite its positive effects on language learning, CLIL poses cognitive challenges to learners. To deal with the challenge, prior studies applied concept maps to visualize knowledge structures to support content learning, but paid inadequate attention to visualizing text structure to support language learning. Some studies mixed knowledge structure and text structure in one concept map, failing to help students distinguish between knowledge structure and text structure. It is important to visualize both knowledge structure and text structure and present them in two parallel concept maps to facilitate CLIL. To this end, this study proposed a computer-based dual concept mapping approach visualizing both knowledge structure and text structure of learning content in two parallel concept maps to support science content and English language integrated learning. This study was conducted with 89 eighth-grade students from two classes, who were randomly assigned to either the experimental or control condition. Students’ achievements in English language and science knowledge were assessed by knowledge tests; their cognitive load was measured through a questionnaire survey. By comparing student performance in the two conditions, the study shows that the experimental group experienced a lower level of cognitive load and achieved better learning outcomes in both science knowledge and language performance. Further, there were more significant differences between experimental and control groups for low and medium achievers in English language than for high achievers, indicating that the proposed approach was more beneficial for the former. The findings provide new insights into the pedagogy and strategy for CLIL, that is, visualizing both knowledge structure and text structure of learning content in two parallel concept maps with the support of concept mapping technology. [ABSTRACT FROM AUTHOR]

AbstractThe promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers’ and students’ views on the use of Content and Language Integrated Learning (CLIL) approach in Physical Education regarding the development of 21st century skills and the syllabus covered in lessons. In-depth open-ended interviews were carried out with 25 participants, who shared their understandings based on their experiences when using CLIL. The findings give an in-depth insight into what 21st century skills are more used and the extent to which they are developed. While creativity and collaboration were promoted thanks to CLIL, interest and engagement depended on each student, and self-reflection was barely fostered. In addition, the lessons developed both linguistic and Physical Education knowledge, including body language, a specific content of the subject that has often been neglected. Some practical implications are inferred, highlighting the need to promote high-quality CLIL teacher training in order to ensure that CLIL is adequately applied and students can develop all the 21st century skills. [ABSTRACT FROM AUTHOR]

Content and Language Integrated Learning (CLIL) may be seen as a type of instruction where students can study foreign languages and specialized material concurrently, depending on the subject matter. By striking a balance between professional education and the acquisition of foreign language abilities, CLIL greatly enhances students' motivation, responsibility, and personal growth. CLIL is a type of bilingual education where students study foreign languages and subject material at the same time. Through teaching trials, the efficacy of the CLIL technique as an academic subject for secondyear mechanical engineering students was examined in this study. Mechanical engineering second semester students are taken into consideration. Subject and English professors provided ideas for the "definitions" for the elements utilized in the Engineering Practice Lab, which were taken from the Professional English curriculum. Only mechanical engineering students taking English as a supplement are the topic of this study. The main research approach is educational experiments; alternative research methods include survey questionnaires that are used as pre- and post-tests at the start and finish of the study. Based on the survey questionnaire responses, a statistical assessment of the students' syntactic proficiency was conducted. The study's findings demonstrate students' interest in developing their definition-building abilities with favorable opinions on CLIL. [ABSTRACT FROM AUTHOR]

Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to dominate assessments and academic publishing, and critical scholarship often appears powerless. I discuss the need for critical research to be grounded in praxis and discuss the struggle of EMI researchers against entrenched and renewed coloniality within increasingly neoliberalized academic institutions. I explore these contradictions in an imaginary dialogue between multiple voices. I then propose a research initiative ('PAA-STELE') aimed at overcoming the dominance of monolingual English assessment. I conclude that through collective action and a steadfast commitment to critical-ethical principles, we may effect change, albeit slowly and incrementally, within the English language education field. [ABSTRACT FROM AUTHOR]

This study investigates how well it works to foster students' language proficiency development by creating interdisciplinary links between the history of Kazakhstan and the Kazakh language in the Nazarbayev Intellectual Schools. The research examines how integrating language instruction with historical content enhances students' language proficiency, critical thinking abilities, and cultural literacy. It is based on the tenets of interdisciplinary education and language acquisition theory. The research methodology includes a comprehensive review of the literature on Content and Language Integrated Learning (CLIL) pedagogy, an analysis of the structure of curricula, and the collection of empirical data through classroom observations and student assessment. The relevance of integrating language learning with the history of Kazakhstan lies in its ability to promote the development of multilingualism, increase the level of language proficiency, and deepen cultural understanding among students, thereby preparing them to become informed and involved citizens in a diverse global society. The aim of the investigation is to study and apply pedagogical strategies like CLIL. These strategies help students become more proficient in language and enhance cultural understanding. Furthermore, the research elucidates the teaching approaches and optimal methodologies employed in the classroom. [ABSTRACT FROM AUTHOR]

Although using authentic materials has advantages and disadvantages, it is evident that they bring many benefits to EFL learners, especially in terms of developing communication skills and cultural understanding. Moreover, they offer an opportunity to learn how English is used in real-life situations. This study adopts accidental ethnography as the research methodology. It illustrates, through content and language integrated learning (CLIL), how authentic materials are effective and useful to EFL learners in a specialised vocational high school. The findings indicated that the participants genuinely learned English and acquired career-related vocabulary that would be beneficial to their prospects, hence lending credence to the potential of authentic materials. [ABSTRACT FROM AUTHOR]

This article explores pre-service teachers' L1 use in Thai Content and Language Integrated Learning (CLIL) secondary classrooms through the translanguaging frame, which emphasises the use of the whole linguistic and semiotic repertoire in the classroom to make meaning and construct new knowledge. Teachers may choose to make deliberate use of learners' linguistic repertoires in classroom activities to enhance understanding and develop learners' communicative abilities beyond narrowly defined language codes. We investigate how pre-service English as a Foreign Language (EFL) teachers employed a translanguaging approach to model tasks and provide definitions of key terms. We explore the teachers' beliefs concerning L1 use, drawing attention to the apparent tension between teachers' practices and beliefs. The findings indicate that the teachers utilised translanguaging in different modes, including modeling tasks and translating L2 terms, to address students' comprehension problems. However, the teachers expressed mixed beliefs concerning how and when L1 should be used. [ABSTRACT FROM AUTHOR]

This article examines the incorporation of concepts derived from ecolinguistics and social-emotional learning (SEL) into the content and language integrated learning (CLIL) methodology when teaching about climate change in the second language classroom. A test of this approach was implemented during a teaching practicum with 14- and 15-year-old students in Catalonia to survey their beliefs, attitudes, and knowledge of the topic before and after experiencing content-based lessons on climate change. Findings suggest that such an approach may be effective, if not essential, for fostering communicative competence, subject matter learning, and social-emotional resilience when presenting challenging existential issues in the classroom. [ABSTRACT FROM AUTHOR]

This meta-analysis synthesized the effects of the English medium instruction and content and language integrated learning (EMI-CLIL) approach on secondary-level students’ English learning. The dataset included 44 samples (N = 7,434) from 38 primary studies. The results revealed EMI-CLIL’s overall effectiveness for the development of English competence compared to the mainstream condition in the short term (d = 0.73, SE = 0.06, 95% CI [0.61, 0.86]) and longer term (d = 1.01, SE = 0.06, 95% CI [0.88, 1.15]). Additionally, we found that EMI-CLIL’s overall effectiveness was influenced by several moderator variables. Its effectiveness was significantly: (1) higher for learners whose first language (L1) was linguistically related to English; (2) lower for primary studies which confirmed the homogeneity of the EMI-CLIL and comparison groups; (3) lower when studies targeted the productive (rather than receptive or overall) dimension of English learning; and (4) higher when outcome measures focused on vocabulary. Implications for pedagogy and future research are discussed.

The article outlines an innovative approach to teaching modern Russian literature to international learners studying Russian as a foreign language. The method is based on Content and Language Integrated Learning (CLIL), a widely recognized approach to teaching various disciplines in foreign languages. By employing authentic materials and exercises, this approach helps learners to build their linguocultural competency while improving their language and speech competencies. The article proposes a well-structured students’ book that includes modern Russian writers’ texts, biographies, summaries, possible criticism of their works, and other authentic materials. The textbook is designed to be used for classwork and homework by students studying Russian as a foreign language at Philology departments. This approach has the potential to enhance learners’ understanding and appreciation of modern Russian literature while simultaneously improving their language skills.

This study aims to understand how English Preparatory Schools (EPS) students perceive CLIL and the challenges they encounter. Ten participants were selected through purposive-convenience sampling. Data were gathered via online surveys and semi-structured interviews conducted through Google Meet. The findings reveal that while students generally view CLIL positively, they face significant challenges, primarily due to limited vocabulary and unfamiliarity with the teaching environment. Despite these difficulties, CLIL was found to enhance language proficiency, especially in listening skills, and fostered self-confidence and cultural awareness. However, the dual demands of learning content and language simultaneously led to mental exhaustion and struggle with technical terminology among these students. The study suggests that CLIL can be effective in improving English proficiency, but it also highlights the need for tailored support, such as vocabulary-building strategies and teacher training, to address the challenges students face. These findings have implications for curriculum development and pedagogical practices in CLIL programs.

There are various challenges facing the use of English as the language of instruction policy in Tanzania secondary schools. These include low levels of English among teachers, a lack of qualified teachers, and a lack of guidelines about how to teach in English. The challenges negatively affect the learning of content subjects as well as the learning of the English language itself. This article examines English as the language of instruction policy in secondary schools by reviewing theoretical bases for adopting an additional language as a language of instruction and education approaches in which subject contents are taught using English as the medium of instruction. The paper discusses the weaknesses of the current practice and recommends refocusing English as the language of instruction policy by highlighting its implicit goal of improving language skills through the integrated content and language learning approach.

Teaching aviation translators involves the simultaneous provision of broad branch competence and narrow specialization. This study is aimed to test whether the application of the Content and Language Integrated Learning Method (CLIM) is effective while teaching Aviation English and enhancing translation skills at the aviation university. The experimental study was conducted within the framework of an elective course designed as an English language program with a professional focus on "Translation in the Aviation Industry" for future graduates majoring in Translation. The experiment involved 95 students, with one academic group designated as the experimental group (n = 44) and the second as the control group (n = 51). The study followed a pretest-posttest experimental design. In the pretest stage, the homogeneity of CLIM and non-CLIM groups was statistically proved by the χ² Pearson Correlation Coefficient. The experimental group received the CLIM methodology, while the control group was taught by a traditional approach. The post-test took into account both linguistic and content-related learning outcomes aimed at improving English proficiency in the aviation-oriented and translation direction within the CLIM and non-CLIM research groups. The research findings demonstrated that experimental group had significantly outperformed the control group during the final test. Teaching Aviation English and enhancing translation skills through the application of the CLIM method which encompassed aviation podcasts, subject matter videos, professional literature overview, stakeholders' involvement, and engagement in the aviation environment, are effective. [ABSTRACT FROM AUTHOR]

This article explores the difficulties faced by Algerian teachers in integrating content and language in English for Specific Purposes (ESP) instruction in higher education. It emphasizes the importance of successful integration and proposes a learning-oriented assessment framework as a solution. The article also discusses the challenges faced by Algerian higher education institutions in integrating content and language in ESP instruction, such as the lack of collaboration between language and content teachers, inadequate teacher training programs, and the absence of suitable textbooks. The text suggests solutions including conducting needs analysis, promoting collaboration, providing training for ESP teachers, and developing suitable textbooks. It also highlights the role of textbooks in ESP instruction and suggests the adoption of the Learning-Oriented Assessment framework. The article concludes by calling for collaboration and support from stakeholders to address these challenges in Algerian higher education. [Extracted from the article]

This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017). From a mixed-methods approach involving a questionnaire and focus group interviews, fourth year Secondary Education students in the Community of Madrid (Spain) were asked about their views on education, teachers, classroom practices, and their use of English outside the classroom. Results reveal significant differences in the way that students from bilingual schools and those from non-bilingual schools see their schooling experience (what they value in teachers and schools) as well as how often they speak English outside of school. This may be explained by the nature of students' motivation in each case, which may, in turn, be influenced by the schools' characteristics. Further research is needed as to whether bilingual schools are inherently more autonomy-supportive learning environments. [ABSTRACT FROM AUTHOR]

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of English Teaching & Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, in connection with the aggravation of the international situation, teaching tolerance is of particular relevance. Currently, there is a contradiction between the tendencies towards globalization and the isolation of cultures, therefore, the problem of establishing intercultural ties and building an equal dialogue of cultures is acute. The aim of the research is to analyze the role of developing tolerance towards other cultures in preparation for intercultural interaction. In the research the author uses the method of analysis of scientific literature and diagnostic techniques. As a result of the experiment, the positive influence of the development of tolerance to other cultures on the preparation for intercultural interaction has been revealed. Thus, we can draw key conclusions that: preparation for intercultural interaction helps to overcome psychological barriers in learning a foreign language, promotes the disclosure of the student’s personality, creates a healthy atmosphere in the student community and stimulates further learning; tolerance education should be more widely applied in educational institutions of various levels as the prevention of extremism in a tense intercultural environment.

Background: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. Aims: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both English and mathematics simultaneously) could facilitate the acquisition of mathematic skills and English linguistic skills as a foreign language more effectively and efficiently than a separated learning approach (i.e. learning Mathematics and English separately). Materials: The materials for the integrated learning approach were in English‐only, and the materials for the separated learning approach were in English‐and‐Chinese. Both sets of materials were given as reading content for teaching mathematic skills and English as a foreign language. Methods: The study adopted a 2 (language expertise: low vs. high) × 2 (instruction: integrated vs. separated) between‐subject factorial design with instructional approaches and learners' expertise in English as independent variables, the learning performance in Mathematics and English with the cognitive load ratings as the dependent variables. Sixty‐five Year‐10 students with lower expertise in English and 56 Year‐2 college students with higher expertise in English in China were recruited and allocated to two instructional conditions respectively. Results: An expertise reversal effect was confirmed: the English and mathematics integrated learning approach was more effective for higher expertise learners while the English and mathematics separated learning condition was more beneficial for lower expertise learners. [ABSTRACT FROM AUTHOR]

This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students’ content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class observations and semi-structured interviews indicated that four formative assessment approaches – questioning techniques, worksheets, peer and self-assessment, and formative use of summative tests – were frequently carried out in CLIL classes. A synergy of assessment tools was also found in the observed CLIL class, which provides students, teachers, and parents with a continuing stream of evidence of student progress and skill. Findings showed that the teachers were aware of AfL and promoted it through various formative assessment practices in their CLIL classes. This study provides insights into the development of alternative instruments that can be used to assess EFL more comprehensively in the CLIL classroom context of elementary education. [ABSTRACT FROM AUTHOR]

This study investigates subject teachers' practical knowledge and teaching behaviour regarding integrated language teaching in the context of vocational education. The emphasis was on the nature of teachers' subject-specific language awareness and how they enact this awareness in their teaching practice. For this purpose, teachers in vocational education were interviewed and observed while teaching. The results reveal that teachers differ in their subject-specific language awareness. Some teachers are unaware of the relation between language and learning, while others are aware of this relation and feel responsible towards their students' language proficiency. Teachers who feel this responsibility stimulate students' active language use and use more advanced interaction strategies to promote students' higher cognitive thinking. The results of this study indicate that raising subject teachers' language awareness needs to be part of activities for teacher professional development. [ABSTRACT FROM AUTHOR]

Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from previous research and literature about CLIL and EMI, as well as from my personal experience with content-based bilingual education programmes. Results: Although CLIL and EMI differ in nature, CLIL-ised EMI supplements traditional EMI, which has a single objective of content learning, with special attention to students' needs, particularly their linguistic needs. It may pose challenges to teachers, especially in relation to their language-teaching activities. Conclusions: CLIL-ised EMI shows considerable feasibility in bilingual education and can overcome the linguistic challenges faced by students in content-based programmes. Implication for Practice: CLIL-ised EMI teachers are advised to be attentive to students' linguistic demands and engage in professional collaboration with language specialists to design and provide wellplanned language learning activities. Standardisation and quality control of bilingual programmes are also necessary at an institutional level. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Community Connections: Studies on Education, Culture / Közösségi Kapcsolódások: Tanulmányok Kultúráról és Oktatásról is the property of Szeged University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite a plethora of studies on practice of Content and Language Integrated Learning in most European countries, few have examined Content and Language Integrated Learning teacher training in China. This study aimed to examine the effectiveness of a Content and Language Integrated Learning teacher training platform for elementary English education in China. It sought to answer the following main research questions: What are the contents differences in Content and Language Integrated Learning teacher training in China? What are in-service English teachers' perceptions of Content and Language Integrated Learning after the training? And What are the factors which affect the training effect? The qualitative evidence showed that the training content of the teacher platform in China has been flexibly designed following the Chinese elementary English education context, but it also reflected the lack of consideration of teachers' individual needs in the design of the platform's training content and the lack of practical sessions and the long-term follow-up support. The statistical evidence showed that teaching experience significantly determines Content and Language Integrated Learning efficacy, and the educational background has little bearing on Content and Language Integrated Learning perceptions. Furthermore, all teachers from different educational backgrounds had a positive perception of their Content and Language Integrated Learning competence. However, Participants believed that their theoretical knowledge and teaching abilities are not equal, which suggests that instructors in this field urgently need help. Further research examining the cultivation of pre-service Content and Language Integrated Learning teachers would be worthy of investigation. [ABSTRACT FROM AUTHOR]

Abstract The aim of this study was to examine the effects of Content and Language Integrated Learning (CLIL) designed according to the First Principles of Instruction (FPI). A 15-h Japanese CLIL course was implemented. A total of 16 university students attended the course and data were collected from multiple sources, including learning tests, questionnaire feedback, and dialogues in group discussions, were collected and examined. Analysis showed that students’ learning outcomes, including basic Japanese proficiency, intercultural communication content, and writing skills, were statistically significantly improved. Students had a high level of awareness of the elements of FPI designed in the course. In addition, all the FPI elements had a positive impact on basic Japanese proficiency except for the application element: the problem-centered, application, and integration elements positively impacted intercultural communication content and writing skills. The results show that students displayed individual differences in using the worksheet to summarize their writing ideas. Students spent most of the time in the group discussions in their native language. Even when Japanese was used, individual Japanese words were used rather than whole sentences in most cases. The results of the quantitative and qualitative analyses showed that the use of problem-centered theory FPI had a positive impact on the design of the CLIL. However, attention is needed to students’ individual differences and the guidance of students in applying basic language knowledge in problem-centered learning activities. Finally, it notes points that should be considered when designing CLIL in the future.

The article considers two approaches to training in high medical school: 1) using English as a Medium of Instruction and 2) Content and Language Integrated Learning the emergence of which was related to a wide spread of bilingualism in society, importance of increase in competitiveness of graduates of domestic universities on international labor market. The authors present the models of teaching within the stated approaches which promote the efficiency of professional training of future doctors in solving professional problems on the basis of implementation of foreign language competence. The paper defines the conditions of content and language integrated models implementation into the learning process. In conclusion, it is noted that the integration of subject and language experience contributes to the optimization of foreign language training and significant improvement of the quality of the educational process. The most pressing issues requiring additional research are identified.

The relationship between technology and society is an ever-changing dynamic, but one in which education is a key domain. In educational practice, the use of computer technology has increasingly become an inseparable part of teaching students in numerous ways across the world. The COVID-19 global pandemic accelerated this dramatically, with online teaching environments becoming the sole way for students to access education for extended periods of time. This shift to online teaching also required that teachers learn new skills and deal with new challenges. Based on mixed-methods research conducted with 20 teachers from an established content and language integrated learning school in mainland China, this research paper investigates the different challenges and problems that were faced by content and language integrated learning teachers in their experiences of online teaching and, in tandem with wider content and language integrated learning and technology-enhanced language learning literature, develops some potential solutions for future use. [ABSTRACT FROM AUTHOR]

Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the Netherlands. Educational design research was applied as a method that encompasses the systematic study of designing, developing, and evaluating educational interventions through an iterative process of evaluation with stakeholders. Three iterations of formative evaluation were conducted, with additions to the tentative design principles following each of the first two iterations. The process resulted in a set of four refined principles. Results also illustrated the effectiveness of IILP-based lesson materials for intercultural competence. Although participating students encountered some difficulties relating to the functionality of the design, the students appreciated its social relevance and reported that the processing of literary texts through dialogic tasks with peers in the target language fostered intercultural language learning. [ABSTRACT FROM AUTHOR]

This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language learning context. Second, the study delves into how in-service teachers apply the notion of translanguaging in CLIL by examining episodes of classroom discourse originating from three participating teachers in various school contexts. Results reveal that (1) elementary English teachers used semiotic resources and gestures; (2) middle school English teachers applied semiotic resources and (3) middle school content teachers preferred using L1 to reinforce subject learning. This study demonstrates that though the concept of translanguaging approach is new to many teachers in Taiwan, many of these practices are currently carried out by teachers in daily routines. Results show that the translanguaging approach has expanded the linguistics practices and empowered the use of other meaning-making signs that are typically less valued in school. Pedagogical applications are suggested, such as raising teachers' awareness of the strategic use of translanguaging and gestures, and integrating the translanguaging and trans-semiotizing approach into CLIL classes in a systematic fashion. [ABSTRACT FROM AUTHOR]

The article is devoted to the use of modern methods of the content and language integrated learning (CLIL), which allows a new approach to the issue of teaching school subjects. Thanks to this method, a teacher is able to demonstrate to students a close interdisciplinary connection, which can significantly affect the quality of education of students, their motivation to study, the development of interdisciplinary competences, skills and abilities. When using CLIL in English lessons and selecting exercises, the teacher should be guided by the basic principles of selecting educational material. Properly used educational material can be a great tool for students to learn new information. The article demonstrates the main advantages of the content and language integrated learning (CLIL) method, specifies the requirements for planning English language lessons, and gives examples of the types of tasks that can be used to form communication skills in students of primary and secondary schools of Ukraine. [ABSTRACT FROM AUTHOR]

The following article discusses Content and Language Integrated Learning (CLIL) in European higher education, which has become popular in recent years due to the status of English as a foreign language. Firstly, the difference between CLIL and English Medium Instruction (EMI) is explained, then CLIL modules in higher education are presented. Furthermore, CLIL special pedagogy in higher education is described. The subsequent section is devoted to the benefits and challenges of CLIL in higher education as listed in the literature; finally, insight into research on language in the CLIL higher education context is addressed. The data presented in the article is based on an in-depth literature review and research conducted in higher education institutions in Europe. The findings show that even though CLIL has become a popular approach in higher education in recent years, adapting this concept has been a great challenge due to the very little preparation, proper methodological training and complex linguistic learning situations.

Content and Language Integrated Learning (CLIL) has rapidly gained ground in schools within the latest decades. Consequently, interest in analysing stakeholders’ perceptions and needs has increased. This article has a twofold aim: (1) to analyse pre-primary teachers’ CLIL knowledge, (2) to identify the expected benefits, challenges, and perceived needs that CLIL implementation in pre-primary may entail for themselves, and for their students. To do so, 129 pre-primary teachers (N=76 in-service, N=53 pre-service) responded an online survey. Answers were coded with Atlas.ti, visualisations were created with R. Results showed that most in-service teachers know what CLIL is, while pre-service teachers are rather unfamiliar with it. Teachers have positive expectations regarding the potential CLIL benefits for students and teachers. However, most do not feel ready to implement it in pre-primary, because of the lack of teacher training programmes (on methodology and FL), and the scarcity of resources (e.g., guidelines, materials, stakeholders’ support).

The present study aims to contribute to the field of Foreign Language (FL) acquisition by analysing English as a Foreign Language (EFL) vocabulary learning in pre-primary education learners following a Content and Language Integrated Learning (CLIL) programme. Although the present study focuses on productive vocabulary acquisition, such results are later compared to receptive vocabulary findings reported in a previous study following the same learners over the same period of time. Additionally, word frequency effects are studied. A 6-month longitudinal study was conducted with Catalan and Spanish bilingual EFL learners (N = 155) aged 4 and 5. Through the programme, two curricular units traditionally taught in the learners’ mother tongue were worked on through a soft CLIL approach. Learners were administered a general vocabulary pre-test, and by the end of the intervention, receptive and productive vocabulary tests were given to the students, including the target words presented in the soft CLIL sessions. Positive trends were found in productive vocabulary learning, which may eventually turn into significant differences over a longer treatment period. A significant frequency effect was observed, as there was a higher recollection rate of higher-frequency words. When comparing receptive and productive vocabulary results, statistically significant higher scores were reported in receptive tests than in productive ones.

本研究旨在針對臺灣師資培育課程中，職前教師對學習教育社會學專有術語，以及連結理論概念與教育政策或實務之學習困難，期能透過「內容與語言整合性學習」（CLIL）原則融入課程的教學試驗，瞭解其對職前教師學習教育社會學成效之情形。為達研究目的，本研究 採取非相等控制組設計的準實驗研究，以臺灣一所綜合性大學修習師資培育課程中教育社會學師資生為對象，共計 118 名，其年紀範圍是 20～24 歲，分為實驗組 58 人及對照組 60 人。 實驗組將 CLIL 原則融入教學，結合心智圖法、即時反饋系統，以及小組討論活動強調教學過程中專有術語與生活情境之相互連結。本研究採用期末考成績和調查問卷進行 t 檢定與相關分析，結果顯示實驗組與控制組的期末考成績差異達顯著（t = -2.383, p = .019），且實驗組 （= 79.81）的平均測驗分數高於控制組（= 75.81）。甚者，採用李克特五點量表計分的調查問卷，其全量表平均數達 3.86，而在因素分析方面，在選取特徵值大於 1 之原則下，抽離出三個主要因素，如：「提升知能」（Cronbach’s α = .92）、「學習認同」（Cronbach’s α = .91），以及「接納態度」（Cronbach’s α = .73），皮爾森相關分析更可見三個因素之間呈現中度相關。綜觀上述而論，本研究結果發現 CLIL 原則融入在教育社會學課程中確實對師資生的學習成就產生 顯著影響，並能提升師資生對教育社會學的理解與敏覺度，且師資生對 CLIL 原則運用在學習教育社會學歷程的提升知能、學習認同感，與其對課程學習的接納態度息息相關。 In this study, the principles of content and language integrated learning (CLIL), used for teaching a foreign language, were applied to teaching a theoretical language and the sociology of education (SOE). A quasi-experimental design with a nonequivalent group was employed, and 118 students aged 20-24 years were recruited from a teacher education program at a Taiwanese university and assigned to one of two groups: the experimental group comprised 58 students, and the control group comprised 60 students. The experimental group taught SOE integrating CLIL principles, including strengthening the connection to specific terminology, mind mapping involving communication and problem solving, interactive response systems, and team discussions on the terminology in context. The preservice teachers’ final examination was used to establish validity, and a self-developed questionnaire was collected and analyzed to understand the participants’ perceptions of SOE learning and the integration of CLIL into teaching. A t test and correlation analysis were applied to the examination scores. The t test verified that the scores for the two groups differed significantly (t = -2.383, p = .019), and the mean of the score for the experimental class (= 79.81) was higher than that of the control class (= 75.08). Moreover, the mean total score of the self-developed questionnaire on a 5-point Likert scale was 3.86. The factor analysis results demonstrated that three factors had eigenvalues > 1: “enhancing knowledge” (Cronbach’s α = .92), “learning recognition” (Cronbach’s α = .91), and “acceptance attitude” (Cronbach’s α = .73). A Pearson r analysis demonstrated moderate correlations among the three factors. The results revealed that integrating the principles of CLIL into the teaching of SOE had a significant effect on preservice teachers’ learning of the theoretical language. Moreover, they positively perceived the enhancement of SOE knowledge, recognition, and acceptance through CLIL. This study highlights that CLIL can be applied to the teaching of a theoretical language and contribute to our understanding of SOE learning.

Owing to the emergence of the new paradigm in the linguistic arena in which all the citizens are required to be competent in more than one language, an issue outlined in the White Paper in 1995 by the European Commission, schools had to undergo a radical transformation and implement new language policies in the curricula to comply with the new emerging requirements, and it is within this context that Content and Language Integrated Learning (CLIL) has been brought up to the fore. Thus, the present systematic review has undertaken a search of empirical studies into the primary and secondary school teachers' perceptions of CLIL implementation with the main aim of providing a thorough evaluation of bilingual education in Spain. For this purpose, a total of 46 publications that met the inclusion criteria have undergone an in-depth analysis and the results reveal that despite prevailing enthusiasm among CLIL teachers and the numerous benefits that the implementation of the bilingual programme offers to students, the programme presents several serious shortcomings such as insufficient and inadequate teacher training, increased workload, scarce collaboration, the paucity of well-designed materials or the lack of special attention to diversity. Overall, this systematic review highlights the urgent need to address these issues to ensure a success-driven implementation of the bilingual programme and guarantee high-quality education. [ABSTRACT FROM AUTHOR]

The article is devoted to the implementation of the method of content and language integrated learning (CLIL) in the process of teaching the discipline "Practical course of the English language" for students of the 2nd year of the specialty 014 Secondary education. Language and literature (English). Perfect knowledge of a foreign language has the greatest importance in today's globalization. Accordingly, special attention is paid at the present stage to the CLIL technique known in the world and actively used for effective foreign language learning. The purpose of the paper is to highlight the main advantages of using the CLIL methodology in teaching the students of the philological faculties of higher educational establishments of Ukraine. Here we give examples of tasks that can be used by teachers during students' study of the topic "Personality" for the purpose of assimilating vocabulary material, preparing students for discussion of the studied material and independent expression on the studied topic. The research emphasizes that the use of the CLIL methodology increases the motivation of students to learn English, promotes the development of their mental abilities, purposeful acquisition of lexical units, which will be used in their future professional activities. [ABSTRACT FROM AUTHOR]

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The following article discusses Content and Language Integrated Learning (CLIL) in European higher education, which has become popular in recent years due to the status of English as a foreign language. Firstly, the difference between CLIL and English Medium Instruction (EMI) is explained, then CLIL modules in higher education are presented. Furthermore, CLIL special pedagogy in higher education is described. The subsequent section is devoted to the benefits and challenges of CLIL in higher education as listed in the literature; finally, insight into research on language in the CLIL higher education context is addressed. The data presented in the article is based on an in-depth literature review and research conducted in higher education institutions in Europe. The findings show that even though CLIL has become a popular approach in higher education in recent years, adapting this concept has been a great challenge due to the very little preparation, proper methodological training and complex linguistic learning situations. [ABSTRACT FROM AUTHOR]

Bilingual education using a Content and Language Integrated Learning (CLIL) approach seems in many contexts to select or attract the more able and more academically-inclined pupils, or only be available to pupils in higher academic secondary streams. Positive effects of CLIL for target language proficiency development may therefore be due in part to this cognitive or academic selection effect. Can the target language skills of pupils with lower scholastic attainment – a group which, in several educational contexts, has less access to CLIL programs – also benefit from the CLIL approach? This two-year longitudinal quasi-experimental research, part of a larger study, focused on the development of oral proficiency skills of three cohorts of 603 pre-vocational pupils in 25 classes in the Netherlands in both CLIL and non-CLIL programs. Despite the lack of explicit school-based selection procedures for pre-vocational pupils' participation in CLIL, there were significant differences in favor of the CLIL groups in the initial levels of English oral proficiency, fluency, and Willingness to Communicate. Furthermore, the CLIL pupils showed significantly more growth than the non-CLIL control group in English oral proficiency, but not for fluency or Willingness to Communicate. This positive result for the CLIL group did not appear to be moderated by pupil background variables. Despite the small effect sizes found, these results indicate that the CLIL approach can have a positive effect on the foreign language proficiency of pupils in less academic educational streams. [ABSTRACT FROM AUTHOR]