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Abstract Content and Language Integrated Learning (CLIL) is increasingly adopted globally, including in Taiwan’s educational initiatives, yet challenges remain in implementing effective CLIL practices, such as pedagogy and curriculum design. This study investigated the effectiveness of multimodal task designs, combining hands-on learning with poster presentations, in enhancing oral communicative competence within CLIL contexts. Employing a mixed-methods, quasi-experimental design with a comparative case study framework, the study assessed English oral communicative competence in four intact fourth-grade Taiwanese CLIL Social Studies classes. The hands-on learning group (EG, n = 40) engaged in activities like Chinese Dumpling Making, Bird’s Nest Building, and Succulent Pot Designing, while the non-hands-on learning group (CG, n = 34) used traditional worksheets on the same topics. Both groups proceeded to poster presentations within their multimodal task design, where students’ oral communicative competence was assessed using rubrics developed based on Coyle’s 4Cs dimensions, focusing on Content, Communication, and Cognition. Additionally, students’ cultural knowledge related to the hands-on topics was evaluated through written tests. To complement the quantitative data, qualitative data from self-reported reflections and video recordings documenting interventions were collected for the assessment of oral communicative competence within a CLIL framework. Results demonstrate that integrating hands-on activities significantly enhanced procedural content, communication (i.e., sentence complexity, pronunciation accuracy for target vocabulary, presentation fluency), and cognitive abilities, confirming the efficacy of multimodal learning approaches in fostering linguistic and cognitive engagement. Post-test comparisons show the EG’s superiority in cultural knowledge acquisition across all three hands-on topics. Student reflections endorsed the enrichment of learning experiences through multimodal task design. Video analysis of both groups’ interventions revealed that despite significant engagement and autonomy, EG students commonly utilized general English rather than target vocabulary, a pattern similar to that observed in the CG. These findings highlight the potential of diverse modalities in CLIL to enhance English content learning and oral skills, shaping future pedagogy and language strategies in Taiwan. The study also emphasizes the role of embodied learning, the interplay between physical actions and cognitive processes, to facilitate deeper understanding and engagement with subject matter within CLIL settings.

The article presents a review of the integration of media literacy content in foreign language courses at pedagogical higher education institutions. This study is aimed to share and present for academic discussion some of the authors’ perspectives that proved to be successful in mastering media literacy skills as well as in developing language competencies in EFL learners. A particular focus has been made on the methodological base, the principles and strategies of media literacy skill building as well as on the criteria for the selection of learning materials and techniques that ensure the effective implementation of media literacy programs into the existing syllabi. The use of contemporary teaching methods such as flipped classroom, problem-based learning, group projects, capitalizing on higher order thinking skills and interactive classroom activities is viewed as an integrated approach aimed to develop critical perception of media products alongside with a range of sociocultural and communicative competences in students of pedagogy. One of the main objectives of integrating media literacy content into a variety of tertiary courses is to enhance emotional resilience to manipulative influences of the media which is achieved through activating critical thinking skills referring to information flow as well as to students’ own media consumption habits. The pilot implementation being conducted in the terms of the international project “Learn to Discern”, preserved its original methodological constituents which included media literacy as such, information literacy, critical thinking, digital and visual literacy and fact checking skills. Acknowledgements The study is supported by the International Research and Exchanges Board (IREX), the Embassy of the United States of America and the Embassy of the United Kingdom in Ukraine, in partnership with the Ministry of Education and Science of Ukraine and the Ukrainian Press Academy. Disclosure Statement The authors reported no potential conflicts of interest. * Corresponding author: Svitlana Buchatska, 0000-0001-6063-5858 sbuchatska@vspu.edu.ua

Abstract This article presents a study carried out in the subject of Didactics of English for Very Young Learners, taught in English to Spanish-speaking students at the School of Education of the Complutense University of Madrid, Spain. Three comparable classes were exposed to different teaching and assessment conditions. Two of them were the research groups, learning under a competence-based CLIL (Content and Language Integrated Learning) paradigm, while the control group did so under a content-based EMI (English-Medium Instruction) model. The participants (n = 76) were asked to answer two questionnaires, which collected their expectations (pre-questionnaire) and final perceptions (post-questionnaire) in regard to their levels of anxiety towards studying in English. The qualitative and quantitative comparison of their answers facilitated results that allowed to discuss and conclude the beneficial effect of CLIL as a competence-based coping strategy to diminish foreign language anxiety among student teachers who face the challenge of learning in a bilingual classroom setting.

Background: The focus of this paper is on Dalton-Puffer’s construct of the Cognitive Discourse Function (cdf) (2013), which offers clil teachers a practical framework through which they can more easily understand the complex idea of integrating the content, cognition, and language required for their subject. These functions have mainly been addressed from classroom observations or task prompts, and little is known about their teachability and effectiveness on students’ content knowledge. Purpose: This paper explores whether the cdf of ‘comparing’ (a subcategory of ‘classify’) can be taught to Spanish seventh-grade clil biology students (N = 37) and examines the effect of teaching it explicitly on their written performance. Method: An operational framework was developed to define this cdf and an exploratory study was performed in which students were asked to hand in written comparisons. Quantitative and qualitative pre-and post-tests were applied. Results: Significant results were obtained for the experimental groups, which improved in both content and language learning, scoring higher on inclusion of content points, justification of their scientific claims, concept formation and use of lexico-grammatical forms. Conclusion: These findings add to our understanding of the importance of integrating cognition and language in teaching and learning natural sciences, within which CDFs can be a useful starting point.

Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

Global citizenship education (GCE) is a pedagogical field that has established itself internationally in the past few years being introduced to all countries including Iran where lots of English language learners, are involved with the English Language learning process and language textbooks, as well as language teachers and policy makers who need to face English as the Lingua Franca (EFL) of the postmodern era. Accordingly, the focus of this study has been to investigate the implementation of the GCE in Iran and how the awareness of GCE goals can relate to English language Proficiency of individuals. To this end, a GCE questionnaire was translated in Persian based on Morais and Ogden’s (2010) and was distributed among 400 PhD candidates of different majors in IAU, who were currently involved in taking IAU English Language Proficiency Test (EPT), to investigate the relationship between the two main variables of this study. Both descriptive and inferential statistics including Analysis of Variance and linear regression were carried out. The results showed that there is a significant relationship between the awareness of GCE goals and English language Proficiency. These findings indicate that English Language learning and the related contents can play a significant role in raising awareness regarding global challenges in the world.

No task can better depict the path underlying word production in human brain than picture naming as it covers all the stages of production from visual analysis to motor execution. Nevertheless, the cognitive processes associated with word retrieval and the investigation on word-picture differences are complex and not fully understood. Uttering a word entails orchestrating several steps as visual object recognition, accessing a lexical concept, lemma selection, lemma retrieval, accessing the morpheme(s) and generating the phonological word, and finally retrieving syllabic gestural scores and articulation. Moreover, it is already known that the brain function is not the outcome of isolated regions but the network of regions interacting with each other. To study the mechanisms of word retrieval in lemma selection phase, we compared the three groups of monolingual, semi-bilingual and bilingual learners Spanish-English speakers through a functional neuroimaging technique with respect to their topography and strength of Functional Connectivity (FC) values of the most highlighted pair of activated nodes in the time range of 0-150 ms in different frequency bands (delta, theta, alpha, beta, and. gamma) upon application of the stimuli. We have seen no significant difference between difference frequency bands (p > .05) at the most highlighted FC pairs. However, we observed higher gamma values signifying the semantic activation of the word. We could not find any significant difference between the three groups in terms of FC values at designated pairs of nodes signifying that different amount of exposure could not affect electrophysiological patterns in the preliminary step of word production. Acknowledgements This study was supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Science, Technology and Higher Education (UID/PSI/01662/2019), through the national funds (PIDDAC).

English is agreed upon as the standard language of communication throughout the world, including Indonesia. With this, teaching and learning English should be an integral part of the national education system in Indonesia because of the importance of English globally. One of the curricula in Indonesia that focuses on teaching English for Vocational High Schools (VHS) is English for Specific Purposes (ESP), where students learn English according to their needs and fields of interest. With the existence of this ESP as well as a variety of teaching methods and approaches, there is one approach that is considered truly effective in teaching this ESP program, namely the Content and Language Integrated Learning (CLIL) approach. This study aims to explore a set of literature to clarify the CLIL approach and determine if the evidence shows benefits in implementing the approach into the English for Specific Purposes (ESP) curriculum. The paper took a literature review approach and explored ten articles selected with specific criteria of being published within 2014-2020. The literature shows that the implementation of CLIL does have a positive output toward the teaching and learning process, especially for those who take English for specific purposes, such as in vocational high schools. The approach improves the linguistics aspects and the non-linguistic aspect or the students' soft skills, such as high order thinking skills, problem-solving, enhanced communication, intercultural awareness, and motivation in learning. However, to meet the success of the implementation of CLIL in the ESP curriculum, some considerations and special requirements are needed. The two distinctive preparation are the syllabus for the curriculum and the readiness of human resources; the teachers. Before applying the CLIL, the two factors mentioned need mechanisms that will support the success of CLIL for the ESP curriculum in vocational high schools. The writer proposes a model to be implemented if the curriculum for vocational high schools is going to apply CLIL. Yet, it needs more researches in the future to make sure whether the model works well or needs more improvements.

English Medium Instruction (EMI) — teaching/learning of content through English at a university — is currently gaining momentum worldwide, albeit it still lacks consensus regarding conceptualization and efficacious pedagogy and encounters a myriad of challenges at the implementation level. The latter prompt ed a host of researchers to voice concerns about its possible negative effects on content learning and overall educational quality. Current EMI conceptualization is primarily informed by the applied linguistics perspective. Drawing on the dialectical unity of language (word) and cognition (thought), the article presents recent and fruitful applications of Vygotsky’s ideas to foreign language teaching/learning praxis and suggests a symbiosis of two theoretical perspectives — the cultural historical theory and systemic functional linguistics — to inform teaching/learning in English-mediated contexts. The article shifts the focus from the most researched area in the EMI acronym, which is E (dealing with the English language issues), to I (Instruction) to suggest a potential conceptual and pedagogical solution to the EMI conundrum.

This study reports on the outcomes of a qualitative study which explores the perceptions of ten wheelchair basketball players of the implementation of a content and language integrated learning (CLIL) program. The participants were all members of the official wheelchair basketball team of the Sports Federation for the Disabled in North Cyprus. They were all young adults (18–35 years old) and their level of English language proficiency ranged from elementary to beginner. After a 4-month CLIL intervention period, the data were elicited through individual interviews from the participants. A qualitative analysis of the textual data revealed the themes such as improved self-image, high motivation, developed social skills, and better speaking skills in the target language. The results have a few practical implications for English such as foreign language teachers, sports coaches, and local disability committees.

This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds.

Partly because of the Bologna Declaration, the so-called English-Medium Instruction (EMI) courses in universities have undergone a strong surge in the last 15 years. This initial phase of growth in EMI has had an impact on LSP (Language for Specific Purposes) courses, which have in some cases suffered a consequent decline. This article seeks to highlight the potential of LSP to prepare students in EMI communication, support academic disciplinary skills, develop transversal skills, and foster intercultural communication. The study analyses an LSP-focused curricular design that aims to help students develop English-language communicative effectiveness for a domain-specific context: social and human services. The various integrative practices inherent in LSP instruction call attention to its potential as a harmonizing and empowering force for content- and language-integrated learning when used alongside EMI. Keywords: English-Medium Instruction (EMI); Language for Specific Purposes (LSP); English for Specific Purposes (ESP); Content-and-language integrated learning (CLIL); Integrating content and language in higher education (ICLHE).

Language learning, as a means to promote intercultural awareness and communication as well as to help citizens prosper professionally, is one of today’s main goals of educational systems around the world. In Europe, several guidelines have been published, and significant efforts have been devoted to encouraging the development of the quality of foreign and bilingual language education to improve citizens’ communicative skills. Although there were attempts to foster foreign language proficiency in some parts of the United Kingdom between the 1990s and the early 2000s, the country has not traditionally considered languages among its educational priorities. Nonetheless, Brexit seems to have increased the need to learn languages in the country. In some other European countries, however, Content and Language Integrated Learning (CLIL), an additive bilingual approach, has been implemented since the early 2000. Considering that the nations in the United Kingdom and the regions in Spain have the freedom to organise educational affairs, an analysis of the provision of foreign and bilingual language education in the United Kingdom and Spain appears relevant. This paper presents the results of a systematic review of 2012-2020 literature in the field of foreign and bilingual language education in both contexts. The differences that exist within the United Kingdom concerning foreign language teaching are discussed, and information in relation to the provision of CLIL in some Spanish regions is also examined. The findings show that foreign language teaching is provided across the United Kingdom, whereas bilingual education is offered in the form of Welsh-, Irish-, and Gaelic-medium education mainly, although CLIL is also implemented in England.

This study explores the developmental course of training to become a content and language integrated learning (CLIL) practitioner in higher education. Thirteen in-service teachers (five Japanese, four Taiwanese, two Chinese, one Filipino, and one Thai) wholly new to the CLIL approach received an intensive fortnight’s training in CLIL. The training, following the CLIL model, started by introducing the theory, rationale and foundations of CLIL and concluded with a mini-CLIL teaching session from each teacher. Two quantitative surveys and a qualitative semi-structured survey yielded data on the trainees’ experiences as course members. The results show that the teachers generally approved of CLIL, endorsing its effectiveness more than its efficiency. The teachers’ self-confidence in English skills and their past teaching experiences seemingly affected their belief in CLIL’s practices. Finally, the teachers revealed some challenges in implementing CLIL in general, in higher education, and in their specific culture-education contexts. The study made important contributions in the field, with its findings serving as valuable references for higher education, teacher-training programs, and interested teachers.

In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) has been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.

Language, literature and culture are interdependent and their contributions to the teaching and learning of a second language are immense. The study aims at examining the purviews of the Content and Language Integrated Learning (CLIL) approach to teach language skills and culture. As CLIL has a dual focused learning approach, it seeks to examine the various possibilities of using the folk narratives of Poireiton Khunthok as the main teaching material to integrate the teaching of English language skills and culture. Poireiton Khunthok is a folktale of Manipur, a state in India which describes the long journey of Poireiton’s migration and settlement from the netherworld Burmese side to Manipur. The study was conducted with the students of one of the schools of Manipur. The testing of the language skills was conducted with the student participants using the pre-test and post-test method. In the pre-test method, a conventional prose prescribed by the Board of Secondary Education Manipur was used. In the post-test method, the folk narrative of Poireiton Khunthok adopting the CLIL approach was used. The study indicated that the CLIL approach using the indigenous material assisted in developing the English language skills as well as understanding culture.

This paper reports on a classroom investigation into a tertiary variation of content and language integrated learning (CLIL) as well as addresses the conceptual and methodological parameters of this method as distinguished from the other two content-based English-taught courses: ESP and EMI. A special challenge for this research was to study the functionality of CLIL in the university settings in terms of content retention and language acquisition as well as the development of communicative culture in university students. With this purpose we conducted a pilot project on CLIL also designing a triple vector observation scheme (content retention; language acquisition; communication culture) and adding the high order thinking skills dimension as a pivotal learning goal in a CLIL-based English classroom. The project comprised 8 syllabi-based sub-modules that featured scientific content and was conducted among 78 humanities majors. Findings show that students’ cognitive and communicative needs do not find sufficient support in the existing L2 courses to which CLIL may serve as a solution. Introduction of CLIL even at the level of a variable sub-module may considerably raise students’ satisfaction with L2 courses and provide a reliable backing in the development of their academic thinking and communicative culture.

It is hardly possible to find a person who has never been faced with a challenge of learning another language. If asked, some would share their from-miserable-to-jubilant experiences of language learning at school, others would disclose the nail-biting moments of despair when a career chance just slipped from their hands due to the lack of the required language competences, whereas many would question if there is the best age to start learning a new language and if it should necessarily be one’s childhood. Having considered such popular queries as above, the present article has come to a conclusion that the early initial age of learning another language, while undeniably adds to the success of gaining good communicative competences and generates plenty of other benefits, does not deprive a person of a possibility to master a language in a mature age. Learning a language in adulthood, nevertheless, is more sensitive to the motivational and methodological decisions, but the benefits reaped from active plurilingual practices in the elderly age prove to be highly valuable. From a methodological perspective, it is a conceptual article inspired by a conference discussion1 and drawn on empirical evidence from previous relevant inquiries, longitudinal studies and international research projects. As such, the article is an attempt to pass the relay baton to further studies into the factors that have an impact on the successful development of plurilingual competences and add to the overall value of plurilingualism.

The 21 century is the time of globalization, which is manifested in the extensive use of the English language as the language of science and education. In the time of the high level of academic mobility and the great number of the English-language programs, the course “English Medium Instruction” has acquired its international reputation. According to the research conducted by the British Council, 55 countries worldwide became EMI countries. Russia was not a member. However, Russia also experiences the world trend of internationalization of education, thus the linguoprofes-sional competence plays a significant role in the learning process. Realization of the interdisciplinary approach to education has been the Russian case study of the course “English Medium Instruction” in the leading research university MIPT. The article considers the case of cooperation of the teacher with the course participants - MIPT faculty - in the process of the writing up of the syllabus. In the course of study, participants got interested in the issues of academic writing - English for research publication purposes (Research Writing) and Student Writing as the constituent and mandatory part of academic courses. Course participants considered the macrostructure of the professionally-oriented genres of writing - a research article and its types - and the most frequent difficulties and errors that occur in writing. Course participants got the answers how to integrate the writing tasks in their own course in the workshop called “Student Writing” addressing the typical student genres of data report, summary, annotated bibliography, thesis project. Course participants discussed how to create a writing task assignment in an interesting and professional way, what research skills are required for students, what are the evaluation criteria, and if it is necessary to assess the language errors and how. One more way of addressing the academic discourse was the genre of presentations. Being a hybrid genre that includes an oral part and a written part, presentations have a great learning potential, which makes it possible to compare and contrast special features of an informal and formal style. By the end of the course several participants could make some changes and even rewrite their syllabus. The author hopes that such a course with CLIL component will find its place in the Russian universities.

Content and language integrated learning (CLIL) is an approach that combines content and language objectives. Despite substantial expansion over the past two decades, its successful adoption raises several challenges for teachers. Teachers turn to information and communication technologies (ICT) to solve their problems. This study aims to investigate technology acceptance and use of English language teachers adopting the CLIL approach in Turkey, and to identify the difficulties they encounter while integrating technology into practice. The study is explanatory in research design and employs the Technology Acceptance Model (TAM) developed by Davis (1989) as a framework. A 27-item Likert-type questionnaire was used to gather data from 61 teachers practicing in private and public schools. The results showed a statistically significant difference in technology integration intention and use behaviors of teachers. The qualitative data suggested that among the difficulties faced by CLIL teachers were facilitating environments, managerial assistance, and teacher technology awareness. Â

The following article collects information on current experience and state of the art of CLIL methodology in vocational schools across selected countries of the European Union, namely Poland, Austria, Romania, and Spain. Relevant issues, both general and country-specific, are outlined. The analysis suggests that CLIL is the natural ally of vocationally-oriented education, therefore all attempts to introduce CLIL into vocational schools’ classrooms should be valued

This paper considers the specific role and effect of academic writing support in a secondary school Content and Language Integrated Learning (CLIL) context. After discussing the potential place for academic writing support in the ongoing process of fostering disciplinary literacy, we report on an experimental study in which 45 Spanish secondary school students received a short academic writing module as part of their history course. The descriptions/explanations written in their post-tests were generally found to be more complete, with more explicit discourse markers and with better textual organization than the pre-tests. We discuss the implications of this for students’ progress towards disciplinary literacy.

The topicality of the research relates to the problem that in the last ten or more years approximately 300 thousand Latvian people live outside Latvia. Together with parents are living children in more than 15 countries. One of the tasks with national importance is to help to children and their family to save or to develop Latvian language and culture traditions, to give possibility to return to Latvia and to continue education process in Latvia. Latvian Language State Agency provides an opportunity to learn Latvian as a State language and to get acquainted with Latvian culture traditions, to understand social events, relationships in the society. One of possibility for this is to plan and to realize integrated content and language learning and teaching process for children outside Latvia in a digital class. That means to use Classflow site and another digital tools (Skype, a mobile phone and toys with special computer software, interactive blackboard programs etc.). Aim of the study is to analyze the experience of children living outside Latvia to learn integrated content and language with digital tools. Research is based on analyses of theories about content and language integrated learning, communicative approach for language acquirement and teacher’s professional competence. Empirical research is based on pedagogical observation and teacher’s survey results. As respondents are 120 children (6-14 year old) in 22 groups/digital classes and 16 teachers.

Nowadays a wide range of digital tools are used to support the teaching and learning of languages. Their potential positive effects in the learning process can be particularly useful to address the challenges that may arise in approaches such as Content and Language Integrated Learning (CLIL), where students are expected not only to gain mastery in the content of the subject, but also the foreign language that is used as a vehicle of communication. This paper aims to offer a proposal for the ICT-enrichment of CLIL subjects which has beenimplemented in a course of Biology and Geology in English taught in a Spanish Secondary School. A semi-structured interview with the teacher was used to analyse the needs faced in that particular educational setting. The results obtained, together with current literature on CLIL, were subsequently considered as the starting point for the judicious selection of digital platforms and tools to create and curate the supplementary resources from a principle-based approach. This process of ICT-enrichment is presented as a practice that could be applied in different CLIL courses to adapt them to the specific needs of each context.

Studies on translanguaging in Content and Language Integrated Learning (CLIL) programmes have predominately focused on the use of the first language (L1) as a potential resource in CLIL lessons. This article argues that translanguaging practices that involve more than students’ L1 are valuable, even necessary, pedagogies in both CLIL and non-CLIL biology lessons. The qualitative analysis of transcripts from 31 CLIL (English) and non-CLIL (German) biology lessons in Switzerland reveals that translanguaging involving the source languages of the technical vocabulary represents a particularly useful tool for negotiating meaning. Only one of the two instructors who participated in this study engaged in this kind of translanguaging when discussing the semantic content of technical vocabulary. Interestingly, this instructor had more extreme attitudes concerning classroom linguistic behaviour, upholding the need for monolingual (i.e., English-only) practices in his classroom. This observation indicates that teachers’ stances towards translanguaging do not necessarily coincide with their practices.

Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as AI chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

Empirical studies have shown that Content and Language Integrated Learning (CLIL) seems to be beneficial to receptive vocabulary, which in turn correlates with a higher level of general competence. However, these studies have mainly compared CLIL and Non-CLIL groups matching in age at testing and without a control of other variables such as amount of exposure. The present study, even though exploratory in nature, sets out to fill this gap by comparing groups with the same onset age as well as controlling for other variables. To test general proficiency, the Quick Placement Test (QPT) was used, and the 1,000 and 2,000 frequency bands of the Vocabulary Levels Test (VLT) were delivered to measure functional vocabulary size. CLIL students were found to outstrip their respective Non-CLIL counterparts at the same educational level and to perform as well as an older Non-CLIL sample. Taking together the level of English language lessons and differences in cognitive maturity and amounts of exposure, it is argued that CLIL instruction has intrinsic benefits for receptive vocabulary.

Abstract: This paper caters for some insights into the influence of 6th graders’ gender and motivation on their knowledge of receptive vocabulary in EFL in CLIL. This study delves into learners’ gender variation in EFL receptive vocabulary size and in motivation types towards EFL, and it explores the connection between learners’ motivation towards EFL and their receptive vocabulary size. No statistically significant results are found on gender differences in vocabulary size. Females are significantly more intrinsically motivated than males. No correlation is identified between receptive vocabulary size and intrinsic and extrinsic motivation. The effect of CLIL is discussed here, among others. Título en español: “Variables individuales y contextuales en el vocabulario receptivo de Inglés como lengua extranjera: análisis del efecto del género y la motivación en alumnos AICLE de primaria”. Resumen: Este estudio explora posibles diferencias según la variable género en el tamaño del vocabulario receptivo de alumnos de 6º de educación primaria y sus niveles de motivación hacia el inglés como lengua extranjera. Asimismo, explora la conexión entre dicha motivación y el número de palabras que se conocen receptivamente. No hay diferencias entre chicos y chicas en los resultados de vocabulario receptivo. Las chicas están intrínsicamente más motivadas que los chicos. No hay correlación entre el número de palabras que chicos y chicas conocen receptivamente y los tipos de motivación. El efecto de AICLE en los resultados, entre otros, es objeto de discusión.

Content and Language Integrated Learning (CLIL) seems worthy to investigate since it applies a language other than the students mother tongue used as a medium of instruction. In this research, the researcher aims to portray two objectives, namely identifying whether CLIL method is effective to improve students factual report writing skill, and examining students attitude towards the implementation of this method. This research employs a quasi-experimental design through applying two instruments, namely tests which consists pre-test and post-test, and questionnaires. 60 students of eleventh-grade social class of a state senior high school in Kuningan are involved in the research. They are divided into a control and an experimental group. Tests are analysed quantitatively to identify the first research objective, questionnaires are analysed with descriptive statistic to examine the second research objective. The result taken from independent t-test shows that there is a significant difference on the students writing skill since the level of significant is lower than the alpha (0.000

Content and Language Integrated Learning (CLIL) can support the use of a minority language in different subjects. In our paper we present this method in the case of school mathematics. First, we describe the process of gaining knowledge in teaching mathematics. We will then present some students’ work who will be future Slovak minority teachers.

Merzlykin O.V., Topolova I. Yu. and V.V. Tron Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.

The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.

Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders' perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers' perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department's curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.

Abstract This article discusses the impact of lexical range on the learners’ ability to communicate in English when taught as a foreign language in bilingual schools, and emphasizes the importance of explicit vocabulary instruction. It draws on data from classroom observation, lexis-retrieval tasks, written and spoken performance in bilingual (German-English) and regular school classes at grades 5-8 in Austrian secondary schools. Results suggest that a wider lexical range results in better communicative competence and fluency and that breakdown of communication in spoken or written performance is more frequently caused by insufficient vocabulary rather than by lack of control or grammatical problems. Consequently, insights from cognitive linguistics, the Lexical Approach, and Lexical Priming are discussed to justify the concept of vocabulary instruction in contextualized units. Taking the scarceness of theoretical and practical concepts into consideration, the need for research on the explicit instruction of vocabulary and metacognitive strategies is fleshed out.

Content and Language Integrated Learning (CLIL) is a widely researched approach to foreign language learning and teaching. One of the pillars of CLIL is the concept of motivation. Some studies have focused on exploring motivation within CLIL, however there has not been much discussion about the connection between motivation, or other affective factors, and each component of foreign language learning. Hence, given two groups of learners with the same hours of EFL instruction, the main objective of this research is to determine whether there exists any kind of interaction between the number of words learners know receptively and their motivation towards English as a Foreign Language (EFL). Most students in both groups were highly motivated. No relationship was identified between the receptive vocabulary knowledge and the general motivation for the secondary graders but a positive significant relationship was found for the primary CLIL graders. Several reasons will be adduced.

English for Specific Purposes (ESP) courses are present within most non-linguistic undergraduate studies offered in Spain. In particular, the University of Cádiz has a wide range of ESP teaching being delivered in the four campuses of the institution. Whereas this ESP instruction is thought as a way to help students develop language skills to be applied to their career paths, this very practical and useful goal may not be easily recognized by certain students. While previous research has revealed students’ attitudes towards learning ESP were generally positive, little has been said on their progression throughout the whole course. The aim of the present paper is to identify Law students’ approaches to a Legal English course taught through a specific methodology. Certain teaching strategies, which are also characteristic of the Content and Language Integrated Learning approach, were applied. For that purpose, the opinions of 88 respondents were collected and analysed during the second phase of their ESP course. Results revealed that although students showed a certain level of rejection before the course started, once they became well aware of the teaching methodology, their opinion changed positively. This would definitely be influenced by promoting students’ motivation, as well as the teaching methodology applied.

This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, face-to-face (F2F) Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. During 2013–14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University Virtual Learning Environment, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centred active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor. Therefore, the design targets module contents, skills practice and improvement of students’ linguistic skills.

Despite the surge of Content and Language Integrated Learning (CLIL) studies in many areas, assessment practices in CLIL contexts are considered to be much unaccounted for (Poisel, 2007; Hönig, 2009, Maggi, 2012). This paper intends to become a contribution to this area and addresses the issue by approaching to the case study of a Science through English CLIL unit implemented on a state-funded secondary school in Barcelona, Spain. The paper focuses on the written test of the unit and analyzes the students’ responses and degree of satisfaction of the teacher after implementing and correcting the test, which provides valuable insights in the light of teacher development and offers a snapshot of CLIL assessment practices and their effects. The results present a close look at the teacher’s attitude towards content and language errors and points out the lights and shadows of assessment in CLIL while highlighting the need of disclosing further assessment practices in similar contexts.

This paper aims at exploring the complexities of students’ interaction in a collaborative learning task set within a CLIL unit in the EFL classroom. By way of illustration, a sample from a 4th year classroom grade in a secondary school of Catalonia has been collected. The paper examines, through the students’ outcome, the impact of cooperative learning in a content-rich information swap task and discusses the role of content and language integrated learning in the classroom. This paper concludes with several implications for research and practice.

Learning through another language is a multilingual (Catalan, Spanish and English) compendium of valuable contributions from leading investigators to further the understanding and practice of Content and Language Integrated Learning (CLIL). The book offers an ample range of perspectives regarding CLIL learning and teaching. This review takes a look at how the collection deals with the following topics: the challenges involved in plurilinguistic education (chapters 1-4); the integration of content and language in the discourse of CLIL classrooms (chapters 5-7); and the need for in-service and pre-service teacher education and the role of collaboration among subject and linguistic specialists on the one hand, and investigators and practitioners on the other, in the successful implementation of CLIL programmes in the educational system (chapters 8-10).