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CLIL teachers, particularly in tertiary "hard" CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this will improve their language skills. However, they do not seem to develop transfer strategies that would allow them to benefit from this language engagement in their teaching. The results of a nation-wide study on CLIL teacher wellbeing in Austria confirmed this disconnect, prompting our present follow-up study, which aims to combine teacher training and research and to raise tertiary CLIL teachers' levels of Teacher Language Awareness (TLA). By means of an online questionnaire, class observations and stimulated recall interviews, we explored teachers' conceptualization of language, specifically their awareness of the language needed for effective content teaching. Results suggest that research-based TLA coaching must be part of CLIL teacher training to resolve the disconnect between the general communicative functions of language, on the one hand, and the pedagogical functions of language, on the other hand. This can help teachers unlock the potential of their existing language engagement for improving their classroom discourse and practices.

Recent studies in applied linguistics research have focused on how teachers draw on 'outside' knowledge relating to students' everyday life for the purpose of teaching subject matter content. This study focuses on such practices in the context of English-medium instruction (EMI) higher education in an online undergraduate chemistry module. Adopting an interdisciplinary perspective, the study combines multimodal Conversation Analysis (CA) and the Autonomy dimension of Legitimation Code Theory (LCT) to examine how one lecturer shifts between 'inside' knowledge of chemistry and 'outside' knowledge for a range of different purposes. Multimodal CA is used to carry out micro-analyses of epistemics and identity-related positioning in interaction, while LCT 'autonomy codes' are used to trace knowledge-building trajectories in which knowledge is positioned inside or outside the target topic and is used for different purposes. The analyses highlight how the lecturer skilfully deployed a range of semiotic resources in transitioning between 'inside' and 'outside' knowledge, and how these resources were leveraged for the building of disciplinary knowledge. Implications of this interdisciplinary approach for research and practice in university EMI contexts are discussed.

English medium instruction (EMI) is seen as a site for improving students' English language, yet the role of the EMI lecturer in achieving this is contested. Views on what constitutes appropriate training and professional development for EMI lecturers also differ regarding English language skills and EMI-specific methodology. Using Q methodology, this paper explores these issues from a particular perspective, a synthetic viewpoint based on six EMI lecturers with very similar views. Its voice is pro-EMI yet has significant concerns regarding the workload involved, is insecure about its own linguistic performance, fears a loss of subject content depth, and questions the effectiveness of EMI for students learning a subject. The paper highlights the importance of such feelings in relation to perceived language and pedagogy challenges and considers the broader implications for EMI teacher training interventions regarding the practices of disciplinary knowledge-building and the linguistic and communicative resources used to enact them.

Teacher language awareness for content and language integration (TLA for CLI) is the special type of knowledge and perception of language required by teachers who teach content through a second or foreign language or combine language and content instruction. This Special Issue examines how TLA for CLIL is conceptualized and developed in diverse settings, from primary to tertiary education, around the world (North and South America, Asia, and Europe). Building on Edge's framework of three domains of language teachers' knowledge (user, analyst, teacher) and Andrews' work on teacher language awareness, the six studies use various theoretical lenses and methodological options to explore TLA for CLI in their respective settings. Key emerging themes include the theory-practice relationship in TLA, the role of collaboration in developing TLA for CLI, the impact of teachers' epistemological beliefs, the importance of critical language awareness, and the need for a plurilingual perspective. After examining the cross-cutting themes in the six studies, the editorial proposes expanding the construct of TLA for CLI to incorporate critical sociolinguistic perspectives, plurilingual competence, and disciplinary literacy. PLAIN LANGUAGE SUMMARY: This editorial introduces a collection of six articles about teacher language awareness for content and language integration (TLA for CLI), which is how teachers understand and use language when teaching subjects in a language that is not the students' (or often their own) first language. This happens in many schools and universities worldwide, where subjects like science or history are taught in a second language, or content such as science or history is used in language lessons. The articles look at different types of schools and programmes, from elementary to university level, in various countries in North and South America, Asia and Europe. They explore the kinds of knowledge and awareness teachers need to balance teaching both the subject content and the language. Some key ideas emerge: teachers need both theoretical knowledge about language and the skills to put it into practice; collaboration with other teachers and researchers helps teachers improve their language awareness; teachers' beliefs about language affect how and what they teach; it is important for teachers to think critically about how language is used in its social contexts; teachers need to be aware that learners know and use other languages apart from the language of instruction and use this in their teaching. After analysing the key ideas in the six papers, the editorial suggests that teacher training for teachers who combine content and language teaching should include more focus on critical thinking about language, using multiple languages, and understanding disciplinary literacy – that is, how language works in different subjects. [ABSTRACT FROM AUTHOR]

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual secondary school in Madrid (Spain). Content and language teachers in pairs designed content and language integrated instructional sequences, implemented them, and assessed the students' output. Four sessions in which teachers reflected on the activity, in collaboration with researchers, were audio recorded, transcribed, and analyzed. The data were analyzed using a social realist framework for investigating knowledge-building practices, Legitimation Code Theory (LCT). The analysis showed how content and language teachers refer to three types of knowledge (content, language, and language and content integration) in terms of 'what' is known (conceptual frameworks) and 'how' it is approached (following specific methods). The results confirm the importance of developing CLIL teachers' language awareness through on-site collaboration which is closely linked to their normal teaching activities. PLAIN LANGUAGE SUMMARY: This study describes an on-site professional development seminar for a small group of content teachers and EFL teachers in a bilingual secondary school near Madrid. The aim of the seminar was to help teachers develop an integrated approach to language and disciplinary content in their areas. Discussions among the teachers during the seminar were recorded and analyzed for evidence of developing Teacher Language Awareness. The three researchers, who work on content and language integrated learning (CLIL), provided input on Cognitive Discourse Functions (eg define, explain, evaluate, explore etc.) necessary for learning and the language required to express them, as well as on school genres, i.e. text structures through which knowledge in different subjects is created. With this base the English and content teachers collaborated to create learning activities which they implemented in class. These activities also triggered written production which the teachers evaluated using a Comparative Judgment platform, in which fast, intuitive evaluation of two texts presented on screen produces a ranking of the student texts. This provided material for discussion among the teachers on the criteria they had used in their decisions. Finally, the students themselves took part in a similar activity and discussed reasons for their own evaluations in class. Their judgments and reasons they gave for them were the focus of a final seminar. The paper presents an analysis of the discussion in the seminars using Legitimation Code Theory, a sociological framework for distinguishing conceptions of knowledge in professional groups. Results showed how dialogue between content and language teachers on activities directly related to their practice provided opportunities for them to develop awareness of how language makes meaning in their subjects. More references to integrated content and language were found than to either separately. After putting the activities into practice, teachers referred more to the use of knowledge of their subjects than to theoretical knowledge in isolation. This was a satisfactory outcome of the seminar sessions. [ABSTRACT FROM AUTHOR]

This article explores the dynamics of epistemic positioning and knowledge-building in classroom interaction in two postgraduate neuroscience classrooms. Using an interdisciplinary approach combining multimodal Conversation Analysis and Legitimation Code Theory (LCT), it examines how lecturers and students negotiate epistemic stance and status through interactional practices, and how these practices legitimise certain stances or "gazes" in relation to doing neuroscience. Drawing on six hours of video-recorded classroom interaction, the study uses detailed transcripts to uncover the epistemic positioning practices of two lecturers teaching modules on neurobiological bases of psychiatric disorders and addiction. The interactional data are reanalysed from the knowledge-building perspective of LCT, revealing that the two lecturers were operating different specialization codes and activating different gazes in terms of the social relations of both themselves and their students as knowers. The analyses demonstrate how slight shifts in interactional practices around epistemic positioning can have significant consequences for legitimating different knower positions in postgraduate neuroscience education. By combining micro-analysis with the sociological framework of LCT, the study offers insights into the complex dynamics of knowledge-building in advanced academic settings and offers tools for reflection on and enhancement of teaching practices in postgraduate science education contexts. • Explores epistemic positioning in postgraduate neuroscience classroom interaction. • Combines multimodal Conversation Analysis and Legitimation Code Theory. • Analyses two lecturers' epistemic positioning of themselves and students. • Lecturers linked knower attributes to advanced neuroscientific concepts. • Different 'gazes' activated related to social categories or ways of knowing. [ABSTRACT FROM AUTHOR]

This article examines theoretical and methodological issues raised when Legitimation Code Theory (LCT) is used to investigate knowledge-building practices in online and face-to-face teaching environments where English is the medium of instruction (EMI) in non-Anglophone higher education (HE) contexts. The article introduces two dimensions of LCT, Semantics and Autonomy, and demonstrates how "translation devices" were adapted and developed in two studies to analyze lecturers' knowledge-building practices within HE EMI contexts. It then delves into the theoretical and methodological challenges encountered when employing LCT in interdisciplinary studies, alongside other frameworks such as multimodal conversation analysis. Data extracts from the two studies are employed to illustrate the challenges faced and the methodological innovations developed. Methodological implications and potential new directions for the use of LCT in similar problem-situations are discussed, with an emphasis on technological innovation. [ABSTRACT FROM AUTHOR]

Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time. It is growing rapidly throughout the world, with the medium of instruction in most CLIL classrooms being English. This means that many teachers around the world are teaching academic content in English, which is neither their, nor their students', first language. There is thus a need to establish and clarify the knowledge of language necessary for these teachers to carry out teaching tasks effectively. Drawing on [Ball, Deborah Loewenberg, Mark Hoover Thames, and Geoffrey Phelps. 2008. "Content Knowledge for Teaching: What Makes It Special?" "Journal of Teacher Education" 59: 389-407] work on content knowledge for teaching (as do [Freeman, Donald, Anne Katz, Pablo García Gómez, and Anne Burns. 2015. "English-for-Teaching: Rethinking Teacher Proficiency in the Classroom." "ELT Journal" 69 (2): 129-139] in the ELT context), the article proposes the construct of 'Language knowledge for content teaching' (LKCT). This construct has two sub-domains: common language knowledge for content teaching (CLK-CT) and specialized language knowledge for content teaching (SLK-CT). These sub-domains are described and illustrative examples from a corpus of classroom interactions are presented. It is suggested that further research can develop these domains of teacher's' language knowledge for CLIL both theoretically and empirically, and they are offered as a tool for mapping out the language component of the knowledge base for CLIL teacher education.

This article reports on a four-year longitudinal study which investigates students' use of evaluative language in English as a second language (L2) to talk and write about history in a bilingual education programme. We focus on how four students use linguistic resources to adopt a stance to the content they are learning and develop an authoritative voice, for which they need to use evaluative language, in which people, actions, events and processes are appraised. We combine quantitative analysis of a spoken and written corpus with a qualitative analysis of students' spoken production in one-to-one interviews. Quantitative findings showed similarities and differences in the use of evaluative language among individual students both cross-sectionally and over the four years of study. Moreover, qualitative comparative analysis of the production of two of these students, who were differently rated by their teachers in their English skills, showed clear differences in their abilities to use linguistic resources to construct an appropriate 'historian's' voice in the L2.

The increasing impact of internationalisation in higher education worldwide has led to the growing use of English as a medium of instruction (EMI). Much research on this phenomenon has focused on stakeholders' viewpoints, but there is increasing interest in investigating interaction in EMI classrooms. One interactional practice which is relatively unexplored is that of EMI lecturers' use of examples when co-constructing knowledge with students. This study explores how EMI lecturers provide examples to introduce and develop disciplinary content in their field. Using an interdisciplinary approach which combines Multimodal Conversation Analysis (CA) and the Autonomy dimension of Legitimation Code Theory (LCT), we analyse three exemplification sequences taken from a corpus of 46 hours of video-recordings of online teaching in three different disciplines (chemistry, business administration, food engineering) at a state EMI university in Turkey. The CA findings of the study show how the lecturers use a range of interactional and multilingual resources in the exemplification sequences to position students as more or less knowledgeable in relation to globally and locally relevant examples. The LCT Autonomy analyses trace the trajectories through which target and non-target knowledge moves as part of lecturers' knowledge-building practices. The interdisciplinary findings of the study have implications for lecturer training and professional development in English medium universities. [ABSTRACT FROM AUTHOR]

This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three cognitive discourse functions (CDFs) of define, evaluate, and explore. The teachers' discourse was analyzed using specialization, a dimension of Legitimation Code Theory‐LCT (Maton, Knowledge and Knowers. Towards a realist sociology of education, 2014), a sociological framework for analyzing knowledge practices. Specialization codes provide insight into epistemic relations (knowledge) and social relations (knowers) in educational practices. The results show that within epistemic relations, there was a balance between content and language as bases of achievement. Content quality was emphasized over quantity, language form was emphasized over function, and teachers gave different weights to language depending on the quality of the content. Social relations were also invoked, though less often than epistemic relations. The results suggest that teachers' positioning of students in terms of epistemic and social relations in their assessment practices may have consequences for the equitable treatment of learners in bilingual programs. [ABSTRACT FROM AUTHOR]

Climate movements have emerged with increasing force as governments continually fail to address the mounting climate crisis. Successive movement strategies have proved integral to the possibility of effective climate policy and to wider prospects for intentional climate agency. Tracing the emergence of climate movements from the mid-2000s, this article highlights three main developments in strategy. First climate 'transition' centres on policy advocacy and socio-technical solutions. Second, efforts at climate 'transformation' signal a move to grassroots organizing for just alternatives against fossil fuel dependence. Third, climate 'emergency' centres on the mobilization of symbolic and disruptive outrage at present and future climate change impacts. Dynamics on the ground are explored through analysis of developments in Germany, India, and Australia, as contrasting post-industrial, post-colonial, and extractivist cases. Analysis of climate movements across the three contexts draws-out converging themes and possibilities for broad-based cross-sector mobilization. [ABSTRACT FROM AUTHOR]

Epistemics in interaction refers to how participants display, manage, and orient to their own and others' states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initiated when a speaker displays an "unknowing" epistemic stance by making an information request about some aspect of language or the content being worked on. We examine three different types of ESS: those in which a "knowing" response is accepted by the initiator of the sequence; those in which there is an "unknowing" response; and those where "knowing" responses are contested. The findings have implications for understanding peer interaction in content-based classrooms in three areas: the affordances of peer interaction for learning in contrast with teacher-led "known-answer" sequences; how learners manage rights and responsibilities around knowing or not knowing; and how learners discover and work on their own learning objects.

This article uses a conversation analysis methodology to examine how lexical Focus on Form is interactionally accomplished in teachers' vocabulary explanations in secondary Content and Language Integrated Learning (CLIL) classrooms. Recent conversation-analytic work has focused on the interactional organisation of vocabulary explanations in second/foreign language classrooms, but there is a lack of research that explores this phenomenon in CLIL contexts. Based on a corpus of 12 secondary CLIL lessons, this article provides an account of (a) the interactional organisation of vocabulary explanations in CLIL lessons, (b) the resources used in their construction and (c) how they reflect participants' orientation to an institutional goal in CLIL of teaching language.

The use of English as medium of instruction (EMI) in non-Anglophone contexts can be seen as part of a process of ‘Englishisation’ which favours a monolingual policy of using only one language in the classroom. However, EMI can be seen as a multilingual phenomenon, where the declared policy of using one language (English) as the medium of instruction may not reflect actual classroom practices in which other languages are used. Such practices can be described as ‘translanguaging’, in which participants engage their full linguistic repertoires in making meaning, and which does not see languages as distinct, compartmentalized entities. In this sense, this study aims to investigate how a lecturer deploys bilingual practices in an EMI postgraduate pharmacology module at a Spanish university for content knowledge building and meaning making purposes. The study uses multimodal Conversation Analysis (CA) to examine the multilingual and multimodal resources enacted by the lecturer both at the ‘local’ level of interactional sequences, and at the level of ‘overall’ medium of practice. The findings suggest that translanguaging (not just English or Spanish) was used as a way of connecting target content knowledge with the students by referring to the students’ experience and the shared classroom community. [ABSTRACT FROM AUTHOR]

This article examines a science teacher's use of and reflections on classroom talk in teaching a unit on genetics on a bilingual education programme. Constructivist, sociocultural and discursive psychological perspectives on conceptual change and classroom talk are reviewed. Data are drawn from three sources: preactive interview, video-recording of classroom interaction, and video-based postactive reflections. Detailed analyses of transcripts show that even when the teacher oriented to the constructivist strategy of eliciting students' views, there were missed opportunities to use a more dialogic approach. Implications for teacher education of science teachers in first and second language contexts are discussed. (Contains 2 tables.)

This paper draws on Wenger's model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis methodology to provide detailed analyses of how teachers and students use talk-in-interaction and other semiotic resources to build and maintain their communities of practice. The data come from two CLIL classrooms in Spain in the same curricular area (biology) but which differ in geographical and sociolinguistic context (Barcelona and Madrid), and in terms of age, level of secondary education and pedagogical approach. The findings show the complex patterns of participation and reification as teachers and learners use different linguistic and other resources to make meaning. The paper argues that a combination of Wenger's meso-level practice model and micro-level multimodal conversation analysis is highly effective in elucidating how learning and identity formation are accomplished in CLIL classrooms. It also suggests that the efforts to understand classroom processes and language use in CLIL classrooms can be strengthened by forging links between CLIL research and the classroom discourse work across different disciplines. (Contains 3 notes.)

This article reports a study of the discourse of shared lesson planning sessions in the early stages of a pre-service TESOL certificate course. The study focuses on "lesson planning conferences" (LPCs), in which a teacher educator and a group of student teachers worked on one student teacher's lesson plan. It describes the discursive practices through which lesson plans emerged and through which student teachers constructed personal practical knowledge and identity as they negotiated the process of becoming members of the community of practice of English language teachers. The study revealed the LPCs to be a dynamic and recursive process in which problems of instruction emerged and solutions were suggested. While the teacher educators produced more meanings related to personal practical knowledge, the student teachers had a substantial share in the discursive resources with which meanings were exchanged. The analysis also shows how participants engaged with the practice of planning for teaching through such discursive acts as producing directives, proposing actions, evaluating, articulating teaching principles and imagining classroom events.The article argues that --in spite of some limitations--shared lesson planning is a promising strategy for the construction of novice language teachers' personal practical knowledge and professional identities. (Contains 2 tables and 2 figures.)

This article explains a collaborative and critically reflective journalism research project stemming from the wish of an incarcerated forensic mental health patient to be named in public communication about his case. The authors are academics and journalists who embarked upon a combination of journalism, legal processes and academic research to win the right to name Patient A in a radio documentary and in academic works--including this journal article and research blogs. As a case study, it explains the theoretical and ethical considerations informing the journalism and the academic research, drawing upon traditions of documentary production, the principle of open justice and the ethical framework of 'mindful journalism'. It concludes by drawing lessons from the project that might inform future practitioners and researchers embarking upon works of journalism and research involving vulnerable people and a competing set of rights and public interests. Keywords: Australia, documentary production, forensic patients, journalism research, journalism ethics, mental health, mindful journalism, privacy, open justice, secrecy, IN April 2014, the Australian Broadcasting Corporation's Background Briefing programme broadcast The Man Without a Name (Morton, 2014), a 40-minute radio documentary on the story of Patient A. Patient A [...]