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CLIL as a Pathway for Cross-Curricular and Translingual Classroom Practices: A Comparative Quantitative Study on Scottish and Spanish Teachers' Views

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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

Students' and Teachers' Attitudes towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

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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

Assessing Languages across the Curriculum: Critical Reflection and Student Learning Perspectives

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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