This qualitative research study explored how content and language integrated learning (CLIL) could be implemented to benefit English-major teacher candidates in Vietnamese higher education in terms of enhancing their sense of learning value, competence, autonomy, and relatedness. Despite some existing struggles during the implementation, the…

The emergence of innovative technologies and their increased integration in education, especially after the COVID-19 pandemic, has popularized the concept of technological pedagogical content knowledge (TPACK) in the educational field. The aim of this study is to determine whether technology-enhanced content and language-integrated learning…

This exploratory action research study aims to understand the challenges that a group of pre-service teachers faced while participating in an undergraduate course unit introducing Content and Language Integrated Learning (CLIL) teaching in an online context (Cycle 1), and the way in which they implemented plans of action (Cycle 2) to address…

K-7 classrooms are diverse spaces where students and teachers navigate cultures, languages, and (racialized) identities as they engage in disciplinary teaching and learning. They are also spaces harmfully impacted by raciolinguistic ideologies and a persistent separation of language and content instruction. Consequently, critical teacher education…

This paper reports an exploratory, descriptive study on the emotions of content and language-integrated learning preservice teachers. The study, carried out in a Spanish university, aimed at analysing the internship experience of 19 preservice teachers in the context of a master's degree in bilingual education (Spanish-English) for primary and…

This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students' home languages and the…

Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today's pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the…

How to better prepare future bilingual teachers for foreign language learning classrooms and their challenges is a key consideration in education, a concern echoed across the world as such programmes, where curricular content is taught in a foreign language, grow in popularity. This article presents student profiles and satisfaction for the first…

This research is predicated on the hypothesis that a fieldtrip project adhering to a CLIL (Content and Language Integrated Learning) philosophy can be effective in promoting learning of both social and linguistic competencies. The main objective was to evaluate the didactic efficacy of a bilingual urban itinerary with teachers in training (from…

Research has shown immersion to be effective, yet our understanding about the integration of language and content in Irish-medium immersion (IMI) pedagogy remains incomplete. This article reports on how the teaching of mathematics in the IMI elementary setting, supported pre-service teachers in bridging the language and content gap. The study…

Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and…

The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers' knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The…

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI…

The purpose of this research is to evaluate the readiness of future primary school teachers for trilingual teaching with CLIL technology. Qualitative research method was used in the study. A semi-structured interview form prepared by the researchers was used to collect the data. 160 teacher candidates studying at various universities in Kazakhstan…

World-wide responses to the global pandemic, such as travel restrictions, border closures and lockdowns, have posed new challenges to researchers. For qualitative researchers conducting fieldwork, gathering data in person can be inapplicable (Howlett, 2021). My research investigates English as a Foreign Language (EFL) pre-service teachers' beliefs…