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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
Lesley Harbon; Ruth Fielding – Journal of Language, Identity, and Education, 2025
This paper explores secondary school students' investment in their language learning after having graduated from one of four bilingual (also termed Content and Language Integrated Language (CLIL)) primary school programs in New South Wales (NSW), Australia. We show the different study pathways pursued by a selection of students and illustrate…
Descriptors: Elementary Secondary Education, Self Concept, Academic Persistence, Second Language Instruction
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
Fielding, Ruth; Turner, Marianne – International Journal of Bilingual Education and Bilingualism, 2022
In this paper we consider parents as unofficial evaluators of success in primary bilingual programmes that are not subject to any standardised bilingual outcomes. Small-scale, opt-in programmes that are reliant on parental buy-in are increasing in Australia. Given the importance of parental choice on the sustainability of these programmes, we seek…
Descriptors: Bilingual Education, Program Effectiveness, Success, Parent Attitudes
Bonner, Euan; Lege, Ryan; Frazier, Erin – CALICO Journal, 2023
Virtual reality (VR) has been found to be effective for increasing student motivation and engagement (Parong & Mayer, 2018), experiential learning (Hu-Au & Lee, 2018), and even improving spatial memory (Pollard et al., 2020). However, few studies have moved beyond the novelty of single-lesson VR experiences, nor have they used VR as the…
Descriptors: Content and Language Integrated Learning, Computer Simulation, Teaching Methods, Second Language Instruction
Kao, Yu-Ting – International Journal of Bilingual Education and Bilingualism, 2022
This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address…
Descriptors: Content and Language Integrated Learning, Web Based Instruction, Teacher Education, Preservice Teachers
Janina Iwaniec; Ana Halbach – Journal of Multilingual and Multicultural Development, 2024
CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted…
Descriptors: Teacher Attitudes, Teaching Methods, Profiles, Self Efficacy
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
Roussel, Stéphanie; Tricot, André; Sweller, John – British Journal of Educational Psychology, 2022
Background: It is frequently implicitly assumed that advantages in language acquisition when learning content through a second language exceed the disadvantages of reduced content acquisition. Aims: Based on cognitive load theory, that assumption was tested experimentally. The theory is concerned with techniques for reducing extraneous working…
Descriptors: Cognitive Ability, Second Language Learning, Second Language Instruction, French
María Luisa Pérez Cañado – Language and Intercultural Communication, 2024
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain.…
Descriptors: Content and Language Integrated Learning, Student Diversity, Inclusion, Elementary Secondary Education
Attapol Khamkhien; Budsaba Kanoksilapatham – MEXTESOL Journal, 2023
This study examines the effectiveness of Content and Language Integrated Learning (CLIL) implementation in science subjects and reports on the challenges that content teachers encountered during CLIL instruction. In addition, the study attempts to investigate students' perceived knowledge of and satisfaction towards the implementation of CLIL. To…
Descriptors: Foreign Countries, College Students, College Faculty, Science Education
Bowen, Neil Evan Jon Anthony; Insuwan, Chatuporn; Satienchayakorn, Natakorn; Teedaaksornsakul, Mareeyadar – LEARN Journal: Language Education and Acquisition Research Network, 2023
Against a backdrop of increasing internationalization in higher education, students and teachers frequently move between learning-to-write and writing-to-learn. For example, in English as a foreign/second language (EFL/ESL) classrooms, learning-to-write would be a priority, whereas in English as a medium of instruction (EMI) classrooms,…
Descriptors: Writing Instruction, College Faculty, Teacher Attitudes, Content and Language Integrated Learning
Tamara Roth; Franz X. Bogner – International Journal of Science Education, 2024
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…
Descriptors: Bilingual Education, International Education, Barriers, Educational Environment
Applying Content and Language Integrated Learning in Legal English Classes: A Vietnamese Perspective
Thanh-Huong Nhac – Issues in Educational Research, 2023
To develop learners' competence for subject-specific terms and language skills, many teaching approaches have been implemented in teaching and learning English for specific purposes (ESP). Content and language integrated learning (CLIL) is one of such methods expected to achieve this goal in tertiary education contexts. However, the correlation…
Descriptors: Content and Language Integrated Learning, Second Language Instruction, Second Language Learning, English for Special Purposes
Hengzhi Hu – Higher Learning Research Communications, 2023
Objectives: The text aims to present a comparison of Content and Language Integrated Learning (CLIL) and English-Medium Instruction (EMI), followed by a discussion of CLIL-ised EMI, a new educational phenomenon, regarding its feasibility in content-based bilingual programmes. Method: The ideas presented in this paper are principally drawn from…
Descriptors: Content and Language Integrated Learning, English (Second Language), Second Language Learning, Language of Instruction
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