Although assessment plays an important role in any educational program, little research has been carried out to investigate the assessment practices employed in English Medium Instruction (EMI) programs or teachers' and students' views on those practices. This chapter therefore focuses on assessment practices carried out by teachers and students…

This study collected the perception of medical students about the use of English for teaching through the use of a strategy based in Content and Language Integrated Learning (CLIL) approach at Universidad Tecnológica de Pereira (UTP) Colombia. A descriptive observational quantitative research was conducted in a group of 128 students of medicine…

Computer science is regarded one of the subjects best suited for teaching with ICT-supported CLIL, as the English language is the lingua franca of computing, and the computer science classroom is an ideal place to apply digital technologies. This paper aims to explore the role of content and language integrated learning (CLIL) in the teaching and…

Since the 1990s, CLIL has become a popular and well-established educational approach in English Language and Teaching (ELT) and has been cited for its positive learning outcomes. CLIL's rising popularity in ELT is predicated on the necessity of internationalisation and unprecedented population mobility (Nikula, Dalton-Puffer and Llinares, 2013).…

The promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers' and students' views on the use of Content and Language Integrated Learning (CLIL) approach in Physical Education regarding the development of 21st century skills and the syllabus covered in lessons. In-depth…

This paper reports a qualitative study of what constitutes an ideal EMI classroom from the perspective of university students. Data were collected through in-depth interviews with 26 university students from various disciplines at a large public university in China. The analysis reveals three core themes, which were perceived to be integral to an…

Background Study: English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating…

Morton's "language knowledge for content teaching" (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers' knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on…

The purpose of this study is to investigate how to improve higher education students' awareness of global issues with English teaching within the scope of the theme-based model of content-based language teaching (CBLT) approach and how to overcome problems that may be encountered during the implementation. Designed as an action research, the study…

Content and language integrated learning (CLIL) is a growing field, but we have limited knowledge of how students actually experience CLIL teaching. This study examines why students choose CLIL programmes, how they perceive them, and how they assess their science teaching in English L2. Students from two Norwegian CLIL 11th-grade classes (N = 50)…

e-CLIP or Content and Language Integrated Pedagogy via Electronic Communication is an innovation in the Thai education system which supports the integration of electronic media and content-based English. e-CLIP is one of the tools developed to cope with the 21st century and has been integrated into several Thai schools in recent years. This…

The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising…

A total of 169 Chinese college students were divided into high proficiency and low proficiency learners according to a College English Test, and watched one of three short fully captioned English videos, thus producing six groups: (1) High proficiency + L2 (n = 25), (2) High proficiency + L1 + L2 (n = 24), (3) High proficiency + L1 (n = 33), (4)…

Having a dual focus on teaching content information and language is important in language-learning contexts and is a defining feature of dual language bilingual education (DLBE). However, systematically teaching both language and content is challenging for DLBE teachers. This exploratory mixed methods study of nine Spanish-English bilingual Latinx…

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this…