The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary…

Content and language integrated learning (CLIL) is a growing field, but we have limited knowledge of how students actually experience CLIL teaching. This study examines why students choose CLIL programmes, how they perceive them, and how they assess their science teaching in English L2. Students from two Norwegian CLIL 11th-grade classes (N = 50)…

Many educational researchers and teachers have agreed that language can be fostered in the context of science teaching. However, the effect of language fostering has depended heavily on teacher's perception. Recognizing the role of teaching (including Physics teaching) in language training will help teachers become conscious while designing…

This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is…

Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today's academic environment. However, it is not yet clear how CLIL can be employed…

The present study explores Moroccan science teachers' perceptions of teaching science subjects through foreign languages, mainly French, in Moroccan secondary schools. Seventeen science and technology teachers have been interviewed and data were analysed following the grounded theory methodology. The researcher constructs hypotheses based on data…

The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were…

The "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" practice guide was developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel to support teachers in providing language instruction. The practice guide provides teachers with guidelines and examples of ways to…

English is being used as a medium of instruction (EMI) for delivering science lessons in China. This study investigated Chinese high school international programme students' perceptions of and attitudes towards EMI, particularly about their perceived difficulties and support in learning. A questionnaire with Likert-type items, student group…

Content-language integration has been perceived to be an effective approach in second and foreign language learning. However, it can be challenging to implement in content classes, especially in science classrooms. Researchers have suggested using tasks and games to help design diverse opportunities for language and content learning; in…

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of…

British Council for East Asia reported that the level of English competency of Indonesian pupils in primary and secondary education in English lessons and other scientific disciplines was very concerning. They did not use English as Medium Instruction (EMI) in Science class well. Besides, pupils need to have English communication skills in the…

Vocabulary is a building block of understanding, especially in science classrooms where language abilities are mixed. To reduce academic inequalities, approaches to vocabulary instruction need to demonstrate benefits for students across learning contexts. We summarize the results from the first unit, "Earth Systems and Catastrophic…