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Showing 1 to 15 of 34 results Save | Export
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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
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Jose Belda-Medina – Contemporary Educational Technology, 2025
This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group…
Descriptors: Content and Language Integrated Learning, Simulated Environment, Vocabulary Development, Language Acquisition
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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
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Md. Asif Kamal; Prodhan Mahbub Ibna Seraj; Fatema Begum – MEXTESOL Journal, 2024
The use of Task-based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) approaches in English as Foreign Language (EFL) classrooms has recently gained special attention. In the context of Bangladesh, "English for Academic Purposes," a contextualized TBLT module prepared jointly by British Council and University…
Descriptors: Teacher Attitudes, Error Correction, Feedback (Response), Task Analysis
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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
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Roquet, Helena; Vraciu, Alexandra; Nicolás-Conesa, Florentina; Pérez-Vidal, Carmen – International Journal of Bilingual Education and Bilingualism, 2022
This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students' grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52…
Descriptors: English (Second Language), Language Proficiency, Dentistry, Medical Education
Abdallah, Mahmoud M. S. – Online Submission, 2023
This study aims to explore the possibilities and challenges of teaching English for Science, Technology, Engineering and Mathematics (STEM) 1 & 2 courses at the Faculty of Education, Assiut University. The study adopts a mixed-methods approach, combining quantitative data from an online questionnaire administered to 150 STEM students through…
Descriptors: STEM Education, English (Second Language), College Students, Foreign Countries
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Satayev, Malik; Barrios, Elvira; Fernandez-Costales, Alberto; Agaidarova, Shakhrizat; Izbassarova, Rimma; Balta, Nuri – EURASIA Journal of Mathematics, Science and Technology Education, 2022
Content and language integrated learning (CLIL) is still a growing area of research. In this study, we investigated the effect of a one-semester CLIL intervention combined with English language instruction on university students' general English skills the associations between institutional and individual factors and views on CLIL. A total of 105…
Descriptors: Content and Language Integrated Learning, Language Skills, English (Second Language), College Students
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Ben Hammou, Salah; Kesbi, Abdelaziz – Issues in Educational Research, 2021
The present study seeks to contribute to the ongoing debate about the integration of foreign languages as media of instruction in secondary schools, through exploring Moroccan physics teachers' attitudes towards the use of English and French as media of instruction in secondary schools. Grounded theory methodology, in which data is analysed to…
Descriptors: Physics, Science Teachers, Teacher Attitudes, Content and Language Integrated Learning
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Curtis Chu; Mariko Takahashi – Journal of Interdisciplinary Studies in Education, 2024
While various innovative pedagogical methods have been proven effective in facilitating the development of students' English language skills in different contexts, this study explores the implementation of several innovative methods in one EMI course, which includes collaborative online international learning (COIL), content language integrated…
Descriptors: English (Second Language), Second Language Learning, Instructional Innovation, Teaching Methods
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Yu-Ting Kao – Language Learning Journal, 2024
This study explores how the concept of Assessment for Learning (AfL) is practised in the CLIL contexts. It focuses on the assessment purpose of understanding and supporting students' content and language learning. Ten CLIL teachers in the bilingual program of three different regions in Taiwan were involved in the study. Results from the class…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Second Language Learning, Second Language Instruction
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Goris, José; Denessen, Eddie; Verhoeven, Ludo – Language Learning Journal, 2022
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…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Content and Language Integrated Learning
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Cortina-Pérez, Beatriz; Pino Rodríguez, Ana Maria – European Journal of Teacher Education, 2022
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…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Teacher Competencies, Preservice Teachers
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López-Medina, Beatriz – TESL-EJ, 2021
Despite the prolific research on textbook evaluation in language teaching (Garinger, 2002; Miekley, 2005; Mukundan & Ahour, 2010; Nimehchisalem & Mukundan, 2015, among others), Content and Language Integrated Learning (CLIL) textbook evaluation is still a field to be developed. The lack of specific tools prevents CLIL teachers and other…
Descriptors: Textbook Evaluation, Textbooks, Check Lists, Content and Language Integrated Learning
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Coyle, Do; Bower, Kim; Foley, Yvonne; Hancock, Jonathan – International Journal of Bilingual Education and Bilingualism, 2023
This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners…
Descriptors: Foreign Countries, Curriculum Design, Secondary School Students, Bilingual Education
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