Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

Purpose: This study describes the design of the Basic English 1 and Basic English 2 courses taught in the Foreign Languages School (FLS) of a large public university in Turkey as blended learning in a mostly distance education system. Research Method: This study was structured as a case study describing an instructional design effort. The study…

The article deals with the approach to the development of the manual "Professionally Oriented Introductory Course" Databases "in English" on the discipline "Foreign Language in Professional Activity" on the basis of the principles of subject-language integrated learning which is being studied at the Technical…

This study investigated the reading experiences of Arabic language learners who were introduced to the ALDAAD Web-based leveled reading program compared to the experiences of students who followed their school's mainstream Arabic reading curriculum. It focused on ACTFL's number one research priority area: integration of language, culture, and…

This article examines the use of technology-mediated, task-based language teaching (TBLT) in a hybrid environment as an instructional approach in an intermediate-level Spanish course. It (a) evaluates elements of a hybrid course that was developed with computer-assisted language learning (CALL) materials to help learners improve their Spanish,…

In the high-stakes accountability English educational system, decisions made by government and agencies about curriculum, pedagogy and assessment drive school planning and actions. This paper analyses the drivers for the recent change to French German and Spanish GCSEs and highlights particular areas of the new specification which may damage the…

The purpose of this research is to determine the difficulties experienced in foreign language education at the university due to the transition from face-to-face education to distance education due to the Covid-19 pandemic. The population of the research includes undergraduate and graduate students studying German and English…

This study examined EFL college-level learners' perception toward the content-based instruction (CBI) by focusing on their participation in and expectation on the courses practiced in a strong form of CBI. Having analyzed the data collected from a questionnaire, observation and interview, the study found that the participants, 39 students who…

Content and language integrated learning (CLIL) aims to unify linguistic and extra-linguistic goals. However, as research indicates [e.g. Lyster 2007. "Learning and Teaching Languages through Content. A Counterbalanced Approach". Amsterdam: John Benjamins], it is still searching for an optimal balance between linguistic and content gains…

Instrumental texts, as an important part of the textbooks, play an important role in organizing the teaching content and the teaching activities, facilitating the communication of the teacher, students and textbooks. Therefore, it is of great theoretical and practical significance to study and evaluate the instrumental texts of the textbooks. The…

This longitudinal study examined whether and to what extent the production of voice onset time (VOT) for /p/, /t/, and /k/ in English was improved in second language (L2) learners by enrolment in a content-based instruction (CBI) program at a Japanese university. Measures of VOTs were elicited at the beginning, middle, and end of the academic year…

This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of…

This article examines the long-term effects of CLIL on former pupils' foreign language and intercultural attitudes. The 24 participants, who received English-medium CLIL for nine years in the 1990s, were interviewed and the data analyzed using thematic analysis. The participants generally felt that CLIL had had a very positive effect on their…

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…

Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this…