This study examined how teachers relate literacy teaching to their ordinary subject teaching in professional development settings. The study is conducted within the large Swedish professional development program the Literacy Boost (in Swedish "Läslyftet"), which can be viewed as an example of an international focus on reading ability…

This article analyzes the academic identity constructions of applied linguists in the context of interdisciplinary collaborations as they seek to integrate language and content at the curricular core of an increasingly multilingual and multicultural university in Western Canada. The study draws on transcripts of audiotaped monthly meetings, framed…

This study was carried out within the framework of a pedagogical project. It compares the results obtained from the application of two different didactic models for learning and practicing musical composition in a Secondary Education class: the traditional teacher centred method (designated as the control group, CG), and an interdisciplinary model…

Leaders of community-based learning programs must prove the worth of their programs to community hosts, while engaging students at appropriate levels of learning. Pitfalls multiply when programs are interdisciplinary, involve multiple sites, and/or deal with questions of social equity. Such programs must effectively match and prepare students and…

The aim of this paper is to unfold the process of integration in CLIL by describing the role of the cognitive processes involved in the construction of knowledge. While there has been extensive research of various aspects of CLIL, the actual process of integration of content and language has largely been neglected. Therefore, this paper argues…

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations,…

The use of Content and Language Integrated Learning has been increasing in many European countries simultaneous to the use of English as a medium of instruction in the non-Anglophone countries due to globalization and internationalization. Since the 1979 revolution, discussion on English as a medium of instruction in the Iranian formal education…

Research on form focused instruction has provided support for the use of collaborative tasks in which learners focus their attention on formal aspects of language and consciously reflect on their own language use (i.e. produce language-related episodes or LREs). A strand of research on LREs in different educational contexts examines the effect of…

Learners of English as a new language and the teachers who find these young people in their classrooms face many challenges. For secondary science educators, this is often rooted in a general lack of professional development models for the design and implementation of science/language integrated instruction. To address this issue, the present…

With the introduction of "Next Generation Science Standards" ("NGSS"), teachers have been called to find meaningful and engaging ways to teach science content while incorporating engineering practices and, to a lesser extent, computing and computational thinking. The task becomes even more complex when they also have to…

The purpose of this study is to investigate the production of pragmatic markers (PMs) by multilingual students in a CLIL context. Previous studies have analyzed pragmatic competence in multilingual settings (e.g., Cenoz, 2003; Martín-Laguna & Alcón-Soler, 2015; Portolés, 2015; Safont & Portolés, 2016). However, to the best of our…

The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English…

As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP…

This article examines the intervention, through the design and pedagogical implementation of two rubrics based on theory from the Content and Language Integrated Learning (CLIL) approach, to assess the oral competences in English of a group of sophomores in a content subject. The data collection and subsequent analysis included both quantitative…

This study focuses on how elementary school students learn and think about the development and sustainability of Japanese traditional crafts through a CLIL lesson. The Japanese Course of Study (MEXT, 2017) emphasizes the importance of fostering regionalism and the development of Japanese traditional culture. This plays a significant role in global…