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Leontjev, Dmitri; deBoer, Mark Antony – International Journal of Bilingual Education and Bilingualism, 2022
In Japan, CLIL instruction falls under a soft-CLIL approach, content serving as secondary to language instruction. Furthermore, assessment in classrooms in Japan is oftentimes limited to assessing the product summatively. In the paper, we argue for the value of focusing on content in CLIL activities and assessing the process with the goal to…
Descriptors: Content and Language Integrated Learning, Second Language Learning, Second Language Instruction, Academic Language
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Li, Dongying; Zhang, Lian – Language Teaching Research, 2022
Teacher scaffolding plays a crucial role in shaping the quality of classroom learning, yet little is known about the effective features of scaffolding in classes using content language integrated learning (CLIL), especially in terms of its effects on learners' language and cognitive development. To address this issue, the study adopts a classroom…
Descriptors: Content and Language Integrated Learning, Scaffolding (Teaching Technique), Teaching Methods, Second Language Learning
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Rafi, Abu Saleh Mohammad; Morgan, Anne-Marie – Critical Inquiry in Language Studies, 2023
The study employed a blended approach of translanguaging pedagogy and Content and Language Integrated Learning (CLIL) in an Anthropology class of a Bangladeshi public university. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students, and a semi-structured interview with the class…
Descriptors: Teaching Methods, Blended Learning, Code Switching (Language), Teacher Education Programs