This study explores the collaboration between Chinese and English partner teachers in a Chinese immersion school. They demonstrated commitment, communication, and collaboration, emphasizing student success. They bridged the curriculum by identifying shared standards, essential questions, and assessments, ensuring coherence across Chinese and…

Twenty-five years ago, Freeman and Johnson positioned language teacher education (LTE) and practice as a socially learned and sociohistorically situated activity. Although this shift substantially broadened and contextualized our understanding of educator learning and practice, further substantive work is needed in LTE to offer an equitable…

Although there has been much research on second language learning, minimal literature reports how language learners learn multiple foreign languages through immersion. Further, a majority of these previous studies have been conducted using exclusively quantitative methods. In response to these empirical and methodological gaps, the current study…

Developed and tested by the author in a diverse Colorado school district, this proven co-teaching model will help educators and multilingual learner specialists work collaboratively to support multilingual learners and promote their academic achievement "and" English language proficiency at the same time. You'll get immediately useful…

This paper reports on research into the top-down implementation of CLIL in the trilingual context of Kazakhstan, with a focus on teachers' conceptualization of integration. Kazakhstan is the first Central Asian country to introduce CLIL for using three different languages as a medium of instruction for different content subjects as part of an…

Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors…

K-7 classrooms are diverse spaces where students and teachers navigate cultures, languages, and (racialized) identities as they engage in disciplinary teaching and learning. They are also spaces harmfully impacted by raciolinguistic ideologies and a persistent separation of language and content instruction. Consequently, critical teacher education…

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited…

This article explores the effectiveness of a 416-hour professional programme intended to support 5010 Kazakhstani teachers in shifting to teaching their subjects through English. Document analysis describes the perceived intent of the course and how that is reflected in the course description and guidelines given to trainers. Document analysis is…

Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six…

The importance of addressing the linguodidactic problems of intercultural communication in the multilingual educational space of the Republic of Kazakhstan lies in the fact that by 2021, the Programme of trilingual education in the region, adopted for implementation in the early 2000s, will have reached its final stage. The purpose of this study…

As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

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…

Schools are increasingly using content and language integrated learning (CLIL) approaches to education, whereby the teaching of subject content and an additional language occurs in an integrated manner. While language and learning are inextricably linked and the rewards of CLIL many, integrated teaching requires a specialised professional…

Content and Language Integrated Learning (CLIL) is a popular teaching approach that is being enthusiastically adopted across Japan (Ikeda, M. 2019. "CLIL in Comparison with PPP: A Revolution in ELT by Competency-Based Language Education." In "Innovation in Language Teaching and Learning: The Case of Japan," edited by H.…