The critical role that family plays in Chinese Heritage Language learning (CHLL) has gained increasing attention from psychological, political and sociological scholarships. Guided by Bourdieu's notion of "habitus", our mixed methods sociological study firstly addresses the need for quantitative evidence on the relationship between…

The purpose of this study is to open a window onto Italian Content and Language Integrated Learning (CLIL) teachers' language competence and the ways it is currently being assessed by presenting a specific case: one testing session of the first batch of future CLIL teachers aimed at assessing their level of competence in a foreign language, in…

This article aims to deepen our understanding of the dynamic interaction between language policies, school characteristics and teachers' beliefs about monolingualism. The study takes place in Flanders (Belgium), a region characterized by educational policies which are based on a stringent monolingual ideology. Based on a survey of 775 teachers…

This study investigates learners' performance in a Taiwanese tertiary content and language integrated learning (CLIL) programme. Learners' English proficiency was measured immediately after entering the programme and before their industrial placement, i.e. after two years. As in previously reported cases, the learners showed a significant…