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Direct linkLo, Yuen Yi; Leung, Constant – International Journal of Bilingual Education and Bilingualism, 2022
In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content is taught and assessed in an additional language. Hence, CLIL teachers, most of whom are content subject specialists, may encounter difficulties in evaluating students' content knowledge independent of their L2 proficiency and in aligning objectives, instruction…
Descriptors: Bilingual Education, Content and Language Integrated Learning, Assessment Literacy, Language Teachers
Oattes, Huub; Fukkink, Ruben; Oostdam, Ron; de Graaff, Rick; Wilschut, Arie – International Journal of Bilingual Education and Bilingualism, 2022
Bilingual education has become popular in many countries in the last two decades. It is generally acknowledged that learning a second language (L2) through subject content has a positive impact on students' L2 learning, but there is less agreement on whether this also applies to learning subject content knowledge in and through L2. This…
Descriptors: Bilingual Education, Language of Instruction, Content and Language Integrated Learning, Foreign Countries
Martínez Agudo, Juan de Dios – International Journal of Bilingual Education and Bilingualism, 2022
Since CLIL (Content and Language Integrated Learning) implementation is context-dependent, this cross-sectional quantitative study aims at assessing the impact of parental educational background on CLIL learners' content subject learning. Statistically significant differences in Science knowledge emerged in favour of bilingually educated learners…
Descriptors: Content and Language Integrated Learning, Parent Background, Educational Attainment, Foreign Countries
