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…

This study investigates Mandarin Chinese learners' motivation in a Content and Language Integrated Learning (CLIL) program in a British secondary school from the perspective of learning environment, learner engagement, and learner identities. Fifteen pupils who are learning Chinese as a foreign language (CFL) have been interviewed individually or…

This article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former…

The present study investigates whether CLIL learners' high scores in English as a foreign language (EFL) can be attributed to three specific learner variables: 'EFL aptitude', 'EFL confidence' and 'international orientation' -- and whether out-of-school EFL exposure has an effect. The study was undertaken in eight secondary school CLIL classes in…

Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today's pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the…

Purpose: Even though research on teacher wellbeing has recently generated considerable interest in the field of teacher psychology, investigations of the subjective wellbeing of ICLHE teachers remain relatively scarce and have not found their way into teacher development. It is therefore worth investigating whether teachers in tertiary education…

Glocalization is the local adaptation of global trends, and though it has been extensively studied in other fields, there has been a lower emphasis on it in pedagogy. Glocalization is especially relevant in education given that pedagogical approaches to language learning such as Content and Language Integrated Learning (CLIL) and English as a…