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Vikrant Chap; Wayne E. Wright – TESOL Journal, 2025
Content and language integrated learning (CLIL) is a European bilingual education model that focuses on the use of an additional language to enable simultaneous learning of content and language. This study used CLIL as a framework to examine educational stakeholders' perspectives and practices in an Introduction to ASEAN course taught as part of a…
Descriptors: Foreign Countries, Content and Language Integrated Learning, Higher Education, Stakeholders
Marie Alina Yeo; Jonathan Mark Newton – TESOL Journal, 2025
While it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise?…
Descriptors: Second Language Instruction, Second Language Learning, Language Acquisition, Models
Kanako Yamaoka – TESOL Journal, 2024
This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty-three non-English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave…
Descriptors: Foreign Countries, MOOCs, English (Second Language), Second Language Learning
Syed Abdul Manan; Anas Hajar – TESOL Journal, 2024
In this study, the authors address the case of STEM (science, technology, engineering, mathematics) content teachers in an English medium instruction (EMI) environment in Kazakhstan to argue that the professional needs and identities of these teachers are considerably different than the specialist English teachers who teach English language skills…
Descriptors: STEM Education, Foreign Countries, Educational Policy, Teacher Attitudes
Marco A. Bravo; Eduardo Mosqueda; Kip Téllez – TESOL Journal, 2025
Providing instruction in a student's home language through bilingual education has proven to be academically beneficial for multilingual learners (MLLs). The present study contributes to this literature by examining the possibilities and limits of a professional development program (Mathematics and Language Literacy Integration [MALLI] in Dual…
Descriptors: Mathematics Achievement, Mathematics Instruction, Language Proficiency, Spanish