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Vikrant Chap; Wayne E. Wright – TESOL Journal, 2025
Content and language integrated learning (CLIL) is a European bilingual education model that focuses on the use of an additional language to enable simultaneous learning of content and language. This study used CLIL as a framework to examine educational stakeholders' perspectives and practices in an Introduction to ASEAN course taught as part of a…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Higher Education, Stakeholders
Megan Madigan Peercy; Francis John Troyan; Daisy E. Fredricks; Melanie Hardy-Skeberdis – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2025
Twenty-five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable…
Descriptors: Humanization, Language Teachers, Preservice Teacher Education, Content and Language Integrated Learning
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
Kanako Yamaoka – TESOL Journal, 2024
This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty-three non-English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave…
Descriptors: Foreign Countries, MOOCs, English (Second Language), Second Language Learning
Cara Dinneen; John Gardiner; Mohammed Sameer; Jeremy Koay; Sharon Cullen; Tony Hickey; Alejandra Vazquez; Jose Lara; Mariela Mazzei – English Australia Journal, 2024
Direct Entry Programs (DEPs) at Australian universities are designed to enhance students' English language and academic skills, with the primary goals of preparing and assuring students' readiness for university studies. Given that university tasks often require the integration of language skills (e.g., writing assignments using information from…
Descriptors: Foreign Countries, Higher Education, English Language Learners, College Readiness
Xiaochen Rui; Xiaochu Li; Yuxia Li; Yuen Yi Lo – International Journal of Bilingual Education and Bilingualism, 2024
Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal…
Descriptors: Teacher Collaboration, Content and Language Integrated Learning, Language Acquisition, Language Proficiency
Talip Gülle; Yasemin Bayyurt – Language Learning in Higher Education, 2024
While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in…
Descriptors: Foreign Countries, Private Colleges, Academic Language, Language of Instruction
Jia-Ying Lee – SAGE Open, 2024
This research was a quasi-experiment that examined the effects of CLIL in an educational context in Taiwan's higher education. Two groups of first-year undergraduate students were involved. One (65 students) was taught with CLIL; the other (59), the conventional approach. Their knowledge of the content and learning attitudes (self-efficacy and…
Descriptors: Content and Language Integrated Learning, Higher Education, Outcomes of Education, Second Language Learning
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
Philip Cardiff; Malgorzata Polczynska; Tina Brown – International Journal of Sustainability in Higher Education, 2024
Purpose: Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education…
Descriptors: Curriculum Design, Sustainable Development, Second Language Learning, Sustainability
Eva Ellederová; Valeriia Denysenko – TESL-EJ, 2025
This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the…
Descriptors: Student Attitudes, Engineering, Information Science, Teacher Attitudes
Emma R. Britton; Angelika Kraemer – Foreign Language Annals, 2024
Language program evaluation is a complicated field of practice, especially for models that are not commonly implemented in higher education. This article features Languages Across the Curriculum (LAC), a lesser-known program model, reporting on a qualitative evaluative program study taking place in a Northeastern university. It identifies…
Descriptors: Higher Education, Program Evaluation, Universities, Barriers
Franklin G. Talaue; Roozbeh Babolian Hendijani – Asia-Pacific Education Researcher, 2025
The research literature is rife with studies that explicate how novice academic writers face fears and experience anxieties when writing in English as a Second Language (ESL) contexts. However, many studies have failed to put forward a holistic approach to address the issue. This study fills in this gap by reporting how integrating language and…
Descriptors: Business Schools, Masters Programs, Graduate Students, Content and Language Integrated Learning
Fabiana Fazzi – New Language Learning and Teaching Environments, 2025
This book takes a look at the affordances of engaging second/foreign language students in educational projects that bridge the gap between the classroom and the museum. Studies on language learning and teaching beyond the classroom have shown that students learn in different settings and through different types of activities and that their…
Descriptors: Second Language Learning, Second Language Instruction, Museums, Learning Experience
Yilian Teng; Xia Wang – Education and Information Technologies, 2024
A total of 169 Chinese college students were divided into high proficiency and low proficiency learners according to a College English Test, and watched one of three short fully captioned English videos, thus producing six groups: (1) High proficiency + L2 (n = 25), (2) High proficiency + L1 + L2 (n = 24), (3) High proficiency + L1 (n = 33), (4)…
Descriptors: Captions, English (Second Language), Second Language Instruction, Second Language Learning