The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…

Expanded and revised to include four entirely new chapters, this thoroughly updated edition presents a model for how educators can design high-quality, challenging, and supportive learning opportunities for multilingual learners. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage…

Now in a revised and expanded third edition, this established course text and teacher guide explores the processes involved in second-language acquisition and translates the research into practical instructional strategies for PreK-12. Engaging classroom vignettes and personal reflections from the authors and other seasoned educators bring the…

This article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former…

This article presents a systematic review of research on language and multilingualism in mathematics education published in the South African journal Pythagoras from 1994 to 2021. This time frame was chosen as the year 1994 marked the acknowledgement of 11 official languages in the new democratic South Africa (including 9 indigenous languages),…

Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have reported more advantaged pupils' profiles in these programmes compared to regular programmes. It is unclear from the literature however which pupils…

The aim of the present article is to provide an overview of the current state of affairs regarding foreign language education and bilingual education in the different parts of Belgium. In a brief historical contextualisation, we explain how language education in Belgium has been shaped by the country's political and economic history, which has led…

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms…

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…

For years, bilingual programmes have allocated the languages of bilinguals to separate teachers, lessons, or even days or hours of the week to avoid damaging the 'purity' of languages, confusing language-minoritized students and hindering their achievement (Creese & Blackledge, 2011. Separate and flexible bilingualism in complementary schools:…

The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

Increasing migration-induced language diversity is putting pressure on the teaching of regional and minority languages in official bi- or multilingual regions. This study presents an in-depth analysis of teachers' and teacher trainers' beliefs and views towards language awareness and translanguaging approaches as possible ways to enhance pupils'…

In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by…

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when…