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Phenomenon-based Learning (PhBL) utilizes cross-curricular materials covering topics in science, technology, engineering, and mathematics (STEM) presented through an inquiry structure in which students design, plan, and carry out an extended project that produces a publicly exhibited output. Students learn 21st Century Skills through plurilingual methodologies, key curriculum learning areas, and essential social cues. Particularly suited to building bridges between subject and language teachers, the PhBL structure has also been used by teachers of single subjects, in either majority or minority languages, and particularly in STEM subjects where the inclusion of real-life issues augments student engagement. The emphasis on co- and student-agency is a way of developing the necessary skills enabling students to be successful in the professional sphere in this age of advanced cybertechnology. PhBL structures focus on critical thinking techniques, a growth mindset mentality, strengthening the affective domain, and creating a classroom culture of trust and excellence. Continual and deliberate scaffolding strategies and the CLIL (Content and Language Integrated Learning) approach to promote STEM education are described. [ABSTRACT FROM AUTHOR]

Content and language integrated learning is an evidenced approach focused on teaching content in which the language is learnt implicitly, facilitating internationalization. The purpose of this study was to determine nursing student satisfaction with a clinical skills course taught in English in a non-English speaking country. It includes the exploration of variables, barriers, benefits, and competence acquisition as perceived by the students. A cross-sectional study was conducted using a self-reported questionnaire administered to students who had completed the Clinical Skills course during the 2016/17 and 2017/18 academic years (n = 159). The students did not perceive the lessons in English as a barrier to acquisition of knowledge and clinical skills (mean 1.08; SD 1.64), and they were satisfied with the lessons received (mean 4.04; SD 1.65). Most students considered that receiving lessons in English adds value to their training process (mean 4.04; SD 2.35), and most agreed that it would benefit them in future (mean 4.48; SD 1.75). From the outcomes of our investigation we conclude that the content and language integrated learning approach should be maintained in future courses owing to the evidenced benefits, which may advance professional internationalization and the nursing competence development of students, leading to high student satisfaction. • Content and language integrated learning approach provides benefits in nursing students in a non-English speaking country. • Spanish nursing students were satisfied with the content and language integrated learning approach in this study. • The English language was not a barrier to the acquisition of knowledge or development of clinical skills. • The study results point to the value of continuing to implement content and language integrated learning approaches. [ABSTRACT FROM AUTHOR]

Copyright of Research in Education & Learning Innovation Archives (REALIA) is the property of Research in Education & Learning Innovation Archives (REALIA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The number of primary students learning Chinese in Victoria has increased rapidly in the past two years in response to the state government's mandating of language study in the primary years. In all sectors, some of these new programs have opted to teach their language in intensive programs using an immersion style and offer content selected from regular school subject matter. To cater to graduates of these programs, a secondary bilingual Chinese program was also established. While these are not always formally content and language integrated learning (CLIL) programs, the teachers in these schools have been able to draw on CLIL literature and experience in other languages, including English as an additional language, to develop content-based Chinese. The particular learning challenges of Chinese however, nave required most borrowed practices to undergo systematic adaptation and have also necessitated considerable further innovation This article introduces these programs and offers some of the work they have done as a contribution to the wider field of content-based language learning. While embryonic still, they show that well prepared arc well taught second language Chinese CLIL programs could match student development in other second languages. [ABSTRACT FROM AUTHOR]

Copyright of Novitas-ROYAL is the property of Novitas Royal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)