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This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers' self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic, pedagogical, scientific knowledge, organizational, interpersonal, collaborative, and reflective. Six electronic databases were used, and a forward and backward search was conducted. After considering inclusion criteria, 43 articles were included, with 33 studies for teachers' needs, nine for professional development, and one for accounting for both. The findings of the review showcase that not all competences have received equal coverage in the literature. In some cases, teachers' reported needs within a competence were not addressed in the professional development literature. Further, the reports of many competences seem to be general, suggesting future work may need to examine each competence in more depth.

This qualitative study reports on the early implementation of bilingual education by teachers working in pre-tertiary contexts in Taiwan, with a specific focus on perceived challenges and the resulting bilingual education arrangements. Taiwan's public schools have begun to implement bilingual education in response to the Bilingual 2030 policy. Several scholars have identified potential challenges that may affect implementation. However, little is known about the challenges perceived by teachers and their effect on the implementation of bilingual education. This study addresses this gap using data collected through semi-structured interviews with 12 teachers from various academic disciplines in five primary schools and five junior high schools in northern Taiwan. Three challenges and six bilingual education arrangements were reported by the participating teachers. The paper discusses how these challenges may produce varying arrangements that are designed to achieve different outcomes, highlighting the need for policymakers to clearly define the intended outcomes of the bilingual education policy.

Online learning is often associated with the "alone together paradox" that suggests that online students are constantly connected to one another yet feel more alone due to a lack of real social connection. While research has approached this issue from an environmental perspective, some scholars have recently suggested that aspects of online students' complex ecologies, beyond the online program, may also influence the degree students engage socially. This phenomenological study explores the experiences of 10 students enrolled in an online doctoral program in education. In-depth interviews were conducted to discuss how various ecological systems affect students' ability to socially connect in the online program, revealing students reporting feeling "apart, but together," rather than alone "together." This study encourages online doctoral programs and researchers to take an ecological approach, as opposed to an environmental one, in order to construct a more thorough understanding of the online doctoral student experience.

This systematic review examines whether the use of children's literature in EFL classrooms supports the 4Cs of CLIL--content, communication, cognition, and culture. Previous research has shown many benefits for using children's literature in English-dominant classroom settings, but it seems little attention has been given to its use in EFL contexts and no attention in CLIL. This study utilizes a systematic search strategy to collect and synthesize current research on children's literature use in EFL settings in order to better understand how children's literature may impact EFL student learning and, specifically, examine whether its use can meet the 4Cs of CLIL. Records from four databases were screened for studies using children's literature in EFL settings, resulting in the inclusion of 15 articles. The analysis of the articles reveals that current research shows evidence that the use of children's literature can help facilitate student learning in content, communication, cognition, and culture. However, despite this clear connection to the goals of CLIL, investigations on children's literature remain absent from CLIL research. We believe this research lends support for the use of children's literature in the CLIL classroom and calls for more attention, both by practitioners and researchers, toward the use of children's literature in CLIL classrooms

This study examines the role of transcription and ideation, the dimensions in the Simple View of Writing, as predictors of narrative and expository writing of English language learners (ELLs). Data were collected from sixth-grade primary school ELL students (N = 56) in Taiwan. Two writing samples, a narrative and an expository, were collected and scored using Curriculum-Based Measures of Writing (CBM-W). In addition, spelling, as a measure of transcription, and oral language, as a measure of ideation, scores were collected. The findings show that both spelling and oral language were found to be independent predictors of L2 writing. Spelling independently accounted for 36% of the variation in both narrative and expository writing, and oral language independently accounted for 24% and 35% of the variation in narrative and expository writing, respectively. When examined together in a regression model, spelling was found to be statistically significant for both narrative and expository writing whereas oral language was not. In light of the findings, the Simple View of Writing may be adequate as a theory for developing L2 writers, but further research is needed on the ideation dimension, both in its conceptualization for L2 writers and its role in the writing process.

Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student outcomes. Using a systematic literature review approach, this study examines current literature on the effect of CBI on language and content outcomes. Twenty-five articles met the inclusion criteria for this study and were examined. The results show mixed findings on the effectiveness of CBI on student outcomes, with the majority of studies showing either positive or neutral effects for CBI when compared with non-CBI classrooms. However, the study also reveals multiple methodological issues that cause difficulties for any strong conclusions about CBI to be made. In addition, while CLIL in Spain has received a lot of research attention, other countries remain understudied. Therefore, this study concludes with a call for future research of CBI outcomes that examine a variety of countries and account for the methodological flaws identified.

Transnational higher education (TNHE), often based on export models of Western-based universities and driven by neoliberal market economy agendas, has spread across the globe. One example of TNHE is Qatar's Education City where six prestigious American international branch campuses (IBCs) all administer their degrees through English medium instruction (EMI). While there is a burgeoning amount of research investigating and problematizing issues in EMI higher education institutions, IBCs are a unique EMI setting due to their heavy reliance on importing faculty, staff, curricula and practices from their home campuses. Thus, this study takes an ethnographic case study approach to examine the language planning and policy and linguistic landscape at one IBC in Qatar. Drawing on multiple sources of data, the study reveals both the overt and covert language policies and ideologies of the institution and its various stakeholders, and the extent to which languages other than English are used and accepted.

Bilingual education is spreading throughout the world as an approach for teaching content and language simultaneously. This is particularly true in Taiwan where implementation of bilingual education has begun as directed by the Blueprint for Developing Taiwan into a Bilingual Nation by 2030. However, the spread of bilingual education is often coupled with policies influenced by monolingual ideologies. This collaborative autoethnography critically examines the experiences of two teachers, an American and Taiwanese English teacher, teaching in a bilingual elementary program in Taiwan. Guided by the ROADMAPPING Framework, we critically evaluate our experiences with bilingual education in order to provide a critique of the policy directives for bilingual education implementation in Taiwan. Several issues are addressed including the promotion of monolingual classrooms, the balance of content and language in bilingual education, the use of Western curricula and materials, the hiring of native English speaking teachers (NESTs), and the disconnects and effects that result from the importing of Western practices. From this analysis, we suggest that Taiwan should pursue a glocalized, rather than an internationalized, bilingual education in order to fully achieve its goals of becoming a bilingual nation.

This meta-analysis examines how components of the Simple View of Writing contribute to writing development for English second-language (L2) learners. Previous studies examining first-language learners suggest that transcription and ideation may predict writing achievement. In order to investigate whether these components similarly contribute to L2 writing, this study examined effect sizes (correlations) reported in previous literature on the relationship between components of transcription and ideation to writing. After a systematic search and screening, 30 studies with 97 reported effect sizes were included in this study. Three separate meta-analyses were run for transcription (spelling/handwriting), oral language, and vocabulary. Results suggest that, independently, transcription accounted for 31.22%, vocabulary 24.83%, and oral language 15.76% of variation in writing. Further moderator analyses were run to better understand factors contributing to variation between studies. These results suggest that the components of the Simple View of Writing may explain writing variation in L2 writing.

This autoethnographic study reports on a team-teaching experience in a bilingual education class in Taiwan. For decades, governments in East Asia have promoted team teaching between a native English-speaking teacher (NEST) and a local teacher (LT) in English as a foreign language (EFL) classrooms. These programs are now expanding to include bilingual education academic subject classrooms. With this expansion, there is a need for scholarship to inform bilingual education team-teaching professional development (PD). The author, a NEST and teacher educator, collaborated with a science LT for a 4-week bilingual science unit. The purpose of the inquiry was to use the experience to propose a set of competencies to inform team-teaching PD. Data were collected through class video recordings, a reflective journal, and the LT's written reflection, which were analyzed through a lens of seven teacher competences. Despite both teachers' extensive knowledge and experience, the study revealed the need for skills within each competence unique to bilingual education collaborations. These findings were used to propose a set of ten competencies that may be used to guide PD for team teachers in bilingual education. [ABSTRACT FROM AUTHOR]