Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal…

In a study of undergraduate L2 students participating in a Content and Language Integrated Learning historical reasoning course, we examined students' changing performance on historical reasoning and how this was affected by their English reading and writing proficiency. Students engaged in written historical reasoning when answering a historical…

This paper reports a qualitative study of what constitutes an ideal EMI classroom from the perspective of university students. Data were collected through in-depth interviews with 26 university students from various disciplines at a large public university in China. The analysis reveals three core themes, which were perceived to be integral to an…

Background: This study focused on undergraduate L2 students' performance in written historical reasoning, particularly written historical contextualization, before and after participating in a historical reasoning course. The Content and Language Integrated Learning course was designed using a cognitive apprenticeship model and was based on…

English has emerged as the language of scientific communication (Björkman, 2011; Jenkins, 2006). Given the significance of English, in addition to ESP courses that have been incorporated in university curriculum, the CLIL method can be one of the choices for improving students' English mastery. Before implementing CLIL and creating the necessary…

The aim of this study was to examine the effects of Content and Language Integrated Learning (CLIL) designed according to the First Principles of Instruction (FPI). A 15-h Japanese CLIL course was implemented. A total of 16 university students attended the course and data were collected from multiple sources, including learning tests,…

Educational elitism is an issue to be tackled, the necessity of which has already been widely established but reinforced amid COVID-19 pandemic given that learning has been greatly disrupted; elitism in Content and Language Integrated Learning (CLIL) is a matter of debate, the settling of which still awaits more empirical studies in different…

While various innovative pedagogical methods have been proven effective in facilitating the development of students' English language skills in different contexts, this study explores the implementation of several innovative methods in one EMI course, which includes collaborative online international learning (COIL), content language integrated…

In this paper, we explore how advanced college students use the past history and experiences of others to understand the present while learning a foreign language through a content-integrated curriculum. To assess student learning we operationalize Norris (2006. "The Why (and How) of Assessing Student Learning Outcomes in College Foreign…

A challenge to curriculum designers is what to adapt and include in Foundation English (FE) courses for tertiary education. In Thailand, it is important to explore how Thai EFL university students perceive their own needs in terms of English language learning. The present study aims to explore their perceived needs and to make use of the needs to…

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…

The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual…

Research has shown immersion to be effective, yet our understanding about the integration of language and content in Irish-medium immersion (IMI) pedagogy remains incomplete. This article reports on how the teaching of mathematics in the IMI elementary setting, supported pre-service teachers in bridging the language and content gap. The study…

In recent decades, English taught programmes have rapidly increased in number throughout Europe and East Asia as universities aim to internationalise their curriculum, which has given rise to an increase in English-medium instruction (EMI). This study aims to compare the teaching experiences at three EMI programmes in The Netherlands, China, and…

Content-based instruction is a favoured methodology for approaching L2 language instruction. Although vocabulary development is one language area where advanced learners could grow, there is little research focusing on vocabulary instruction in content-based Spanish L2 courses at US universities. This study analyses a corpus of 25 hours of…