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Download full textKeogh, Conor – Latin American Journal of Content and Language Integrated Learning, 2022
The International Relations English program at a university in the north of Colombia is a CLIL-based program. Students share an interest in issues related to rights and politics, both locally and globally. Colombia arrived at a historical juncture with the signing of the peace accords between the government and FARC guerrillas in 2016. However,…
Descriptors: Student Attitudes, Teacher Attitudes, Content and Language Integrated Learning, Critical Thinking
Fürstenberg, Ulla; Morton, Tom; Kletzenbauer, Petra; Reitbauer, Margit – Latin American Journal of Content and Language Integrated Learning, 2021
CLIL teachers, particularly in tertiary "hard" CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this…
Descriptors: Content and Language Integrated Learning, College Faculty, Teacher Attitudes, Language Usage
Kim, Haemin; Graham, Keith M. – Latin American Journal of Content and Language Integrated Learning, 2022
This study utilizes a systematic review process to synthesize research on content and language integrated learning (CLIL) teachers' self-reported needs and professional development. In order to draw connections between these two areas of research and highlight gaps, this study adopted a framework composed of seven competences: linguistic,…
Descriptors: Content and Language Integrated Learning, Faculty Development, Teacher Attitudes, Educational Needs
Isik, Ali – Latin American Journal of Content and Language Integrated Learning, 2020
Considering the pivotal role of assessment, this study aimed to investigate the attitudes of the students and the teachers towards the assessment component of a customized content and language integrated learning in an English as a foreign language program implemented at the tertiary level in Turkey. It also sought to study its effectiveness as a…
Descriptors: Instructional Effectiveness, Teaching Methods, Content and Language Integrated Learning, English (Second Language)
Bárcena Toyos, Patricia – Latin American Journal of Content and Language Integrated Learning, 2022
The provision of CLIL teachers in Spain has outpaced the growth of the so-called bilingual programs, as there are no specific training requirements for CLIL teachers who are either content or language specialists. So, CLIL teachers have a preexistent teacher identity that could influence their pedagogical choices. This study examines how teachers…
Descriptors: Professional Identity, Content and Language Integrated Learning, Metalinguistics, Pedagogical Content Knowledge
Metlí, Akin; Akis, Dinçer – Latin American Journal of Content and Language Integrated Learning, 2022
Limited studies investigate the high school teachers' challenges and strategies while teaching science and mathematics in English as the target language through the content and language integrated learning (CLIL) approach. Hence, this study aimed to investigate the challenges that science and math teachers encounter and the strategies they employ…
Descriptors: Barriers, Educational Strategies, Advanced Placement Programs, Content and Language Integrated Learning
