While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in…

This paper focuses on Content and Language Integrated Learning (CLIL), an educational approach where a foreign language is used to teach non-language subjects. More specifically, this contribution presents new insights into an under-researched area, namely the potential of CLIL in fostering the learning and use of subject-specific target language…

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized…

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…

This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international…

In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing the product summatively. In the paper, we argue for the value of focusing on content in CLIL activities and assessing the process with the goal to…

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…

The language of teaching and learning challenges Physical Sciences teachers and impacts learners' achievements. The study aimed to investigate how language literacy is integrated into the teaching of Physical Sciences. A descriptive survey design was adopted. The participants were five Grade 10 Physical Sciences teachers and 211 learners (108…

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…

This paper reports on a professional learning (PL) project conducted over one year at a senior secondary school in New Zealand. Subject teachers volunteered to work with one another and a facilitator to identify the linguistic demands of their subjects, adapt teaching materials, and try out teaching approaches congruent with research evidence…

In South Africa, English is used as a language of learning and teaching for most students from Grade 4 onwards. National policies have requirements for all teachers regarding language proficiency in English, and they also require all teachers from Grades R (pre-school) to 6 to be English language teachers. Because most teachers are not English…

This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers' methodological needs to integrate content and language. The study also analyzes teachers' receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the…

In Content and Language Integrated Learning (CLIL) programmes, students learn content knowledge and a second/foreign language (L2) simultaneously. It follows that both content and language are assessed, although research on how to do so remains scarce. This study explores the interplay between cognitive and linguistic demands of CLIL assessments.…

The paper seeks to demonstrate how academic Content Obligatory Language can be potentially organized in teacher talk applying semantic gravity waving from Legitimation Code Theory. The questions asked are: Which concepts do I teach from my discipline in this session? How do I teach these to ensure effective comprehension? Research was conducted…

This article reports on results from a multi-case study on the implementation of Content and Language Integrated Learning (CLIL) in bilingual elementary schools in a monolingual region of Spain (Cantabria) by examining four school teachers' CLIL instructional practices to teach content in a foreign language (English). The study examined whether…