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Showing 1 to 15 of 27 results Save | Export
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Scott E. Grapin; Lorena Llosa; Okhee Lee – Journal of Language, Identity, and Education, 2024
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners' (MLs') participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and…
Descriptors: Elementary School Students, Elementary School Science, English (Second Language), Models
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Chin-Wen Chien – Pedagogies: An International Journal, 2024
This case study explored three Taiwanese elementary school English teachers' pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers' designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of…
Descriptors: Foreign Countries, Elementary School Teachers, English (Second Language), Language Teachers
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Yvette Coyle; Julio Roca de Larios – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2024
This study explores the ways in which young second language learners in an intact fourth-grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After…
Descriptors: Second Language Learning, Content and Language Integrated Learning, Grade 4, Science Instruction
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Yan Zhu; Bo Peng; Dingfang Shu; Jonathan Newton – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
This paper reports on the implementation of a 6-month collaborative teacher education project (CTEP) in China, designed to help teachers adopt CLIL in response to new primary school curriculum requirements. A multi-site case study was conducted to track two focal teachers' changes in CLIL implementation and its sustainability. Adopting ecological…
Descriptors: Content and Language Integrated Learning, Elementary School Teachers, Curriculum Implementation, Elementary School Curriculum
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Atin Kurniawati; Arief Eko Priyo Atmojo – Acuity: Journal of English Language Pedagogy, Literature and Culture, 2025
This study investigates teachers' beliefs and practices in implementing CLIL in an Indonesian primary school context. Drawing on narrative inquiry, fruitful themes and subthemes were generated from the thematic analysis of teachers' stories, representing their teaching experiences in CLIL classes. Involving four CLIL teachers with 5--11 years of…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Teacher Attitudes, Teaching Methods
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Francisco Gallardo del Puerto; María Basterrechea – Language Teaching Research, 2024
Little is known about young CLIL (Content and Language Integrated Learning) learners' attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair…
Descriptors: Language Role, Language Proficiency, Content and Language Integrated Learning, Task Analysis
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Hyun-Jung Kim; Keun Huh – English Teaching, 2025
This study aims to demonstrate the integration of character education with content and language integrated learning (CLIL) and evaluate its effects on the English language learning and character development of young learners who use EFL. Eight participants received character-integrated CLIL instruction over 16 class sessions. Employing a…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Learning, Values Education
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Wen-Hsing Luo – Education 3-13, 2024
This study examined the implementation of content and language integrated learning (CLIL) as a bilingual approach to a school subject at the elementary level in Taiwan. The findings show that the CLIL lessons, that is, bilingual lessons were led by the language teacher (i.e. the native English-speaking teacher in this study) and were favourably…
Descriptors: Foreign Countries, Elementary Schools, Bilingual Education, English (Second Language)
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Yan Zhu; Yue Liu; Dingfang Shu; Beilei Wang – Language Awareness, 2025
While CLIL programmes have been extensively researched for their impact on L2 learning outcomes, the relationship between young learners' L2 proficiency and subject knowledge has received less attention. This study aimed to address this research gap by examining the science content knowledge of two cohorts of Grade 5 students (n = 100) from two…
Descriptors: Content and Language Integrated Learning, Second Language Learning, Science Achievement, Language Proficiency
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Chiu-Yin Wong; Vashti Wai Yu Lee – Language, Culture and Curriculum, 2025
The Multimodalities-Entextualization Cycle (MEC), proposed by Lin (2015, Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). "Language, Culture and Curriculum," 28(1), 74-89), is a curriculum model designed for teachers to systematically incorporate translanguaging in lessons. Limited studies have…
Descriptors: Bilingual Education, Code Switching (Language), Educational Researchers, Educational Cooperation
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Ching-Ching Lin; Ming-Hsuan Wu – Journal of Multilingual Education Research, 2025
As a strategic initiative aimed to enhance English communication skills and bolster the global competitiveness of the general population, Taiwan's Bilingual 2030 Policy takes place at the intersection of neoliberalism, globalization, and the global spread of the English language. The neoliberal framing of Taiwan's language education policy has…
Descriptors: Foreign Countries, Educational Policy, Barriers, Global Approach
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William Ricardo Ortiz-Garcia; Zulma Carolina Navarrete-Villarraga – HOW, 2024
This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through…
Descriptors: Taxonomy, Content and Language Integrated Learning, English (Second Language), Second Language Instruction
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Manoochehr Jafarigohar; Hoda Divsar; Parisa Etemad – Language Teaching Research, 2025
This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Instruction, Females
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Maja Feddermann; Jürgen Baumert; Jens Möller – International Journal of Bilingual Education and Bilingualism, 2024
The effects of Content and Language Integrated Learning (CLIL) on students' foreign language skill development have been overestimated by previous studies, as most studies needed to have considered selection and preparation effects appropriately. We used complete survey data from a 1996-2003 cohort to investigate English skill development of N =…
Descriptors: Content and Language Integrated Learning, Foreign Countries, Second Language Learning, Second Language Instruction
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Xabier San Isidro – Language Teaching Research, 2024
Despite the numerous attempts to characterize Content and Language Integrated Learning (CLIL), the specialized literature has shown a dearth of cross-contextual studies on how stakeholders conceptualize classroom practice. This article presents the results of a two-phase comparative quantitative study on teachers' views on CLIL design,…
Descriptors: Content and Language Integrated Learning, Interdisciplinary Approach, Translation, Multiple Literacies
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