This paper presents a soft-CLIL (content and language integrated learning) practice focused on biomimicry, conducted at Japan's National Institute of Technology (NIT). Biomimicry involves solving problems and creating new things by drawing inspiration from animals, plants, and other living organisms to design and enhance human-made products and…

This study examined upper-secondary school biology teachers in Myanmar viewed the impact of a customized CLIL teacher training model on their English language knowledge, content knowledge, and teaching skills. Before the training, a needs analysis was conducted to shape the training topics, which were then integrated into this study's training…

Background: The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in…

Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in…

This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is…

Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today's academic environment. However, it is not yet clear how CLIL can be employed…

There is extensive CLIL research on stakeholders' practices, integration of content and language, and pedagogies. However, limited studies report on teachers' pre-existing knowledge before CLIL implementation and how it influences their classroom pedagogy. Using a third space frame, this study examined CLIL implementation in Kazakhstan. It…

This paper is a quantitative study about learners' engagement and self-efficacy within a Virtual Reality (VR) learning environment while studying vocabulary in English in a classroom implementing a Content and Language Integrated Learning (CLIL) approach. VR was used as a tool for students to learn and better understand specific concepts studied…

Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of…

Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of…

Research from the fields of science representation, genre pedagogy and disciplinary literacy for adolescents indicates that achievement for students, including those from linguistically diverse backgrounds, will improve if they engage with the meaning-making conventions of disciplinary texts, but there is no current agreement on the nature of…

In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the…

The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non-English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling-based evolution and population ecology pedagogical units in a…

As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where…

CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital…