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Direct linkMacaro, Ernesto; Hultgren, Anna Kristina; Kirkpatrick, Andy; Lasagabaster, David – Language Teaching, 2019
In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? If we consider every classroom around the world in which learners are exposed to English language as their second language (L2) we…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language of Instruction
Lasagabaster, David; Doiz, Aintzane – Applied Linguistics, 2017
Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread belief that they help to significantly improve foreign language learning while content learning is not negatively affected. However, some of its purported benefits still need to be empirically confirmed. Thus, while this…
Descriptors: Longitudinal Studies, Course Content, Language of Instruction, Second Language Learning
Download full textSan Isidro, Xabier; Lasagabaster, David – English Language Teaching, 2019
In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology…
Descriptors: Course Content, Teaching Methods, Second Language Learning, Second Language Instruction
Merino, Jon Ander; Lasagabaster, David – International Journal of Bilingual Education and Bilingualism, 2018
Content and language integrated learning (CLIL) programmes are mushrooming in many different contexts. However, research has mainly focused on their impact on foreign language learning and to a lesser extent on L1 development, whereas the number of studies undertaken in multilingual contexts in which more than two languages coexist is negligible.…
Descriptors: Second Language Learning, Second Language Instruction, Multilingualism, Language of Instruction
Heras, Arantxa; Lasagabaster, David – Language Teaching Research, 2015
The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary…
Descriptors: Second Language Learning, Course Content, Vocabulary Development, Gender Differences
Doiz, Aintzane; Lasagabaster, David; Sierra, Juan Manuel – Language Learning Journal, 2014
Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that…
Descriptors: Second Language Learning, Second Language Instruction, Course Content, Teaching Methods
