This theoretical article, with recommendations for practice, interrogates how the field discusses dual language bilingual education (DLBE) models in the United States, with international implications for bilingual, immersion, and content and language integrated learning contexts. We reconceptualize the equity problems and potentials of so-called…

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?…

Developed and tested by the author in a diverse Colorado school district, this proven co-teaching model will help educators and multilingual learner specialists work collaboratively to support multilingual learners and promote their academic achievement "and" English language proficiency at the same time. You'll get immediately useful…

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…

In bilingual education, the integration of STE(A)M (Science, Technology, Engineering, Art, and Mathematics) with CLIL (Content and Language Integrated Learning) establishes a dynamic learning environment wherein students concurrently develop scientific, technical, linguistic, and creative competencies. These methodologies cultivate essential…

This study examined the implementation of content and language integrated learning (CLIL) as a bilingual approach to a school subject at the elementary level in Taiwan. The findings show that the CLIL lessons, that is, bilingual lessons were led by the language teacher (i.e. the native English-speaking teacher in this study) and were favourably…

Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors…

This study investigated potential inequalities in a bilingual education program where secondary school students are streamed into two strands with different degrees of exposure to the target language based on their proficiency: high exposure (HE) and low exposure (LE). Drawing on classroom registers (Christie, 2005), appraisal theory (Martin &…

The profound evolution that Spanish language education has experienced since the passing of the first modern educational law in 1970 has led to improved students' proficiency. In this sense, traditional foreign language teaching has been gradually substituted by Bilingual Education in the country to promote language learning, intercultural…

As a strategic initiative aimed to enhance English communication skills and bolster the global competitiveness of the general population, Taiwan's Bilingual 2030 Policy takes place at the intersection of neoliberalism, globalization, and the global spread of the English language. The neoliberal framing of Taiwan's language education policy has…

Within the research on bilingual learning, first studies have revealed that content learned in one language is retrieved more slowly when participants have to switch language from instruction to testing (i.e., language-switching costs, LSC). These costs are attributed to language-dependent knowledge representations. However, the cognitive…

In this paper we consider parents as unofficial evaluators of success in primary bilingual programmes that are not subject to any standardised bilingual outcomes. Small-scale, opt-in programmes that are reliant on parental buy-in are increasing in Australia. Given the importance of parental choice on the sustainability of these programmes, we seek…

An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers' persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language…

This paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project 'CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)'. The research has involved the…

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…