The present study explored a small-scale English medium instruction (EMI) initiative in Moroccan secondary schools, which is part of a top-down multilingual policy based on teaching science subjects through foreign languages, namely French, English, and Spanish. 18 secondary EMI teachers of math, physics and life and earth sciences were…

This study addressed the intractable issue of ensuring that all students, including those who are linguistically and culturally diverse, have access to high quality science education. We explored the efforts of two organizations in the United States (one that supports science teachers and one that focuses on language development) to design…

Multilingual and multicultural societies in Europe pose new challenges for schools and have led to the expansion of the Content and Language Integrated Learning (CLIL) approach to foreign language teaching. English teachers in Catalan primary schools frequently face the challenge of integrating science teaching with foreign language teaching. This…

Although the core element in CLIL and immersion programmes is the integration of content and language, it is challenging to achieve a balance between the two to meet the dual-objective of CLIL. Research on the beliefs teachers have about CLIL and the way they understand the role of content and language in their classes is crucial to achieve that…

Science teachers mediate social and academic language in science classrooms through teacher talk and classroom discourse. In multilingual classrooms, ways home and international languages are deployed can affect conceptual learning of science. This study investigates, through Bakhtin's dialogic perspective, multilingual language practices and…