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Studies have demonstrated that Dutch has a much stronger tendency towards compounding than French (e.g., Du. badkamer vs Fr. salle de bains 'bathroom') when adopting a restrictive approach of compounding in which the presence of prepositions and/or internal inflection in multi-word expressions is considered evidence for their syntactic formation. The example above illustrates that Dutch compounding differs from French in another important aspect: while Germanic compounding is by definition right-headed, French has a general tendency towards left-hand headed compounds and phrases. In this study, we investigate the impact of these typological differences on the acquisition of Dutch nominal compounds by French-speaking learners in the context of multilingual Belgium. We provide an in-depth corpus analysis of the acquisition of Dutch compounds at different levels of abstraction (schematic and substantive compound constructions). Moreover, we investigate the impact of additional target-language input through CLIL programs (Content and Language Integrated Learning) on the acquisition of Dutch compounds by French-speaking learners of Dutch. The results are described and interpreted from the perspective of Diasystematic Construction Grammar (DCxG), which conceptualizes the linguistic competence of multilingual speakers as one integrated network of constructions, containing language-specific idioconstructions and shared diaconstructions. [ABSTRACT FROM AUTHOR]

This study is based on the comparison between two Content and Language Integrated Learning (CLIL) contexts – in Madrid, Spain and in Hanoi, Vietnam – with a focus on teachers' use of oral corrective feedback in classroom interaction at the primary school level. The model of corrective feedback (CF) developed by Lyster and Ranta (1997) and reproduced in Lyster and Mori (2006) was adapted for the analysis of teachers' CF on errors of form and learners' uptake. Participants of the study include three Spanish-native teachers in three bilingual schools in Madrid and four Vietnamese-native teachers in two bilingual schools in Hanoi, all at the primary school level. All classroom data was collected in CLIL natural-science classes in both settings. Results from the study showed that the overall CF patterns were very similar in both contexts with recasts as the most frequent CF type, followed by prompts and explicit correction. More specific differences were observed in the levels of uptake and repair following each type used by different teachers across the two contexts. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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.)

CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need to revisit and reconceptualize the roles of "language" in CLIL. It argues that, to prepare students for the multimodal communication landscape in today's societies and to truly value their linguistic and semiotic diversity in learning, the "language" dimension in CLIL needs to be reconceptualized as a multimodal dimension, and CLIL classroom practices need to adopt an updated pedagogy of multiliteracies (New London Group, 1996) rather than focusing on "mere language" practice. The article reviews the recent development of theories and studies of multimodality and trans-semiotics and discusses their implications for what to teach and how to teach in today's CLIL classrooms. It proposes the notions of translanguaging and trans-semiotizing to emphasize a dynamic and dialogic process of meaning (co)making process drawing on multiple linguistic and semiotic resources to enable students to both gain access to and critically engage in meaning/knowledge co-making/co-design. Ultimately, it aims at reconceiving CLIL to contribute to a more equitable school and classroom culture. [ABSTRACT FROM AUTHOR]

This study examines female–male differences in English writing outcomes for Taiwanese primary school learners enrolled in a Content and Language Integrated Learning (CLIL) program. Narrative and expository writing samples of 212 primary school students (Male = 103, Female = 109) in Taiwan were collected and scored using several measures including spelling accuracy, correct word sequences, lexical diversity, total t-units, and a holistic rubric for ideas. Students' topic interest was also measured through a Likert-scale survey. The findings revealed differences between females and males and the two genres of writing. While there were statistical differences attributed to gender and topic interest variables for some writing measures, further analysis revealed that these effects were minimal in terms of practical significance. The paper raises questions about the relationship between female–male writing differences and CLIL and provides suggestions for future research to broaden our understanding and support diversity in the CLIL classroom. [ABSTRACT FROM AUTHOR]

This article explores the effects of the type of instruction (Content and language integrated learning, CLIL, vs. non-CLIL) and gender upon foreign language motivation in Primary Education learners in northern Spain. A total of 252 students with ages ranging from 9–12 completed a questionnaire measuring different motivation components. Results showed that CLIL students seem to manifest greater parental support and be more critical with their image as foreign language learners. Additionally, gender turned out to be a more influential factor in non-CLIL learning settings, since non-CLIL males obtained worse results than their female counterparts in overall motivation and intrinsic motivation. This gender effect was not observed in CLIL classrooms, which potentially makes this learning approach a more egalitarian educational setting for both genders in terms of foreign language motivation. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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.)

Foreign language learners' phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners. [ABSTRACT FROM AUTHOR]

Teacher language awareness (TLA) constitutes the teacher's self-reflective knowledge about the operation of language systems in pedagogical practices. This study focuses on teachers' understanding of learning of language and learning through language in Content and Language Integrated Learning (CLIL) contexts, exploring how teachers proceduralise their knowledge of language to facilitate science learning in Hong Kong. By analysing the reflective relationship between TLA and scaffolding strategies of two teachers (students n = 31; 32) during a set of lessons in a secondary school, this paper suggests that it is critical to re-orient the TLA focus from teachers to the act of learning and learners' needs. This expanded conceptual framework of TLA sheds light on how to transform teachers' implicit knowledge of language into explicit awareness of scaffolding in class. The TLA-filtered, scaffolded interactions can therefore promote the use of language not merely for pedagogical purposes but also as a cognitive learning tool. [ABSTRACT FROM AUTHOR]

Drawing on Lemke's (1990) "thematic patterns" theory, this research proposes a "Concept + Language Mapping" (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge. [ABSTRACT FROM AUTHOR]

This article examines teachers' attempts to enhance students' content learning in Biology through the use of talk centred on concept sketches. Of specific interest is how teachers provide scaffolding through purposeful classroom discourse (Lemke, 1990) with the use of talk moves (Chapin, O'Connor, & Anderson, 2013), drawing on concept sketches (Johnson & Reynolds, 2005) annotated by students. Informed by socioconstructivist (Vygotsky, 1978/86) perspectives and grounded in multimodal literacy (Kress & van Leeuwen, 2001) underpinnings, the study acknowledges the teacher's role in productive classroom discussions to guide students' thinking and facilitate meaning-making. Qualitative analysis of classroom discourse illustrates how teachers' classroom talk can scaffold and address the gaps in students' learning. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

In Content and Language Integrated Learning (CLIL) programmes, students learn some non-language content subjects through a second/foreign language (L2), and their content knowledge is often assessed in their L2. It follows that students are likely to face challenges in both cognitive and linguistic aspects in assessments. Yet, there has been limited research exploring whether and how CLIL teachers help their students cope with those challenges. This multi-case study seeks to address this issue by investigating the instructional and assessment practices of two science teachers in Hong Kong secondary schools. The two teachers presented an interesting contrast – one teacher incorporated both implicit and explicit language instruction in her lessons, so her students were well prepared for the assessment tasks; the other teacher's instructional and assessment practices were heavily content-oriented, and it is not sure whether students mastered both content and L2. These findings illuminate CLIL pedagogy and teacher education. [ABSTRACT FROM AUTHOR]

This study is a mixed-method, cross-sectional study that compares the acquisition of request modification in the productions of two secondary school groups (15–16 years old) in two school programs: content and language integrated learning (CLIL) and traditional mainstream (non-CLIL). A total of 192 requests were gathered from both groups by means of an elicitation instrument (a Written Discourse Completion Test – WDCT). The requestive pragmatic moves (external and internal modifiers and request strategies) were analysed according to their pragmatic functions (softeners and aggravators) and a data-driven taxonomy of request modification was elaborated in line with previously developed taxonomies (Blum-Kulka et al., 1989; Alcón Soler et al., 2005) for the data analysis. The results showed that both groups share similarities typical of foreign language learners. Nonetheless, significant statistical differences between them indicated that the CLIL group had a fuller repertoire of request modification strategies, yet their sociopragmatic knowledge is questioned. Resumen: Este estudio tiene como objetivo determinar si tanto los alumnos de 4º de E.S.O. que participan en el programa bilingüe inglés (« AICLE o CLIL ») como los alumnos que no participan en este programa (« no-AICLE o non-CLIL ») utilizan de forma distinta los modificadores y las estrategias de petición. Dichos modificadores (externos e internos) y estrategias (directas e indirectas) fueron las dimensiones utilizadas para comparar las peticiones de los alumnos. Con el fin de suscitar dichas producciones (192 peticiones), se utilizó un Written Discourse Completion Test (WDCT) con situaciones que no estaban estrechamente relacionadas con los hábitos de clase de los alumnos. Para analizar las peticiones, se elaboró una taxonomía basada en el mismo conjunto de datos para realizar el análisis de datos siguiendo otros estudios en los que se hizo lo mismo (Blum-Kulka et al., 1989; Alcón Soler et al., 2005). Los resultados demostraron que el grupo « CLIL » y el « non-CLIL » compartían similitudes típicas de los estudiantes de lenguas extranjeras. No obstante, también hubo diferencias significativas entre ellos que indican que el grupo CLIL utilizaba un repertorio más amplio de modificadores y estrategias en sus respuestas, a pesar de lo cual se pone en cuestión su conocimiento sociopragmático. [ABSTRACT FROM AUTHOR]

The knowledge and pedagogies needed for immersion classrooms are unique and complex. Although there is a growing body of research on immersion pedagogy, there is a dearth of research on professional development (PD) experiences that positively impact immersion teacher practices. This paper focuses on exploring immersion teacher perceptions of PD experiences in the area of language-focused content instruction that have a positive impact on their teaching. The theoretical framework guiding the study is "communities of practice" (CoP) (Wenger, 1998), and survey and focus group data were analyzed in relation to Wenger's four realms of CoP (community, practice, meaning, and identity). Findings revealed specific features of high impact assignments and PD experiences. The paper concludes with implications for designing meaningful and effective PD experiences for immersion educators and others who teach in CBI settings. [ABSTRACT FROM AUTHOR]

This article summarizes the findings of a corpus-based study investigating assessment for learning (AfL) and its relationship to motivation in CLIL contexts. Using a mixed methods approach, classroom recordings from bilingual primary schools in Madrid, Spain, were analyzed to identify motivational strategies used by teachers. The relationship between these strategies and the AfL techniques implemented by teachers was then examined. The findings show that the implementation of AfL coincided with an increase in frequency, length of time of use, and variety of teacher motivational strategies. This led to classes in which activities were supported by a more motivational discourse. A qualitative analysis of the corpus shows that the incorporation of AfL techniques coincided with several motivational strategies for language learning. The findings contribute to an understanding of how the use of AfL techniques may contribute to integrating motivational strategies in a more systematic way in the CLIL educational context. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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.)

Content and language integrated learning (CLIL) programmes have recently gained momentum in many European countries in the belief that students will significantly improve their foreign language proficiency while content learning is not negatively affected. Based on a longitudinal qualitative approach, this article focuses on students' reflections on their experience with CLIL. Previous studies have shown that students are able to reflect on organizational conditions and their learning process, while their reflections allow researchers to identify some of the key elements in students' beliefs. Through focus groups carried out over a three-year period, this study gathers secondary education students' reflections on their motivational stance, the CLIL experience, and the use of their linguistic repertoire in the CLIL classroom. By tapping into students' language beliefs, reflections, and motivation, a clearer picture of CLIL settings will be available by bringing to light both the strengths and weaknesses of these programmes. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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.)

Copyright of Journal of Immersion & Content-Based Language Education is the property of John Benjamins Publishing Co. 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 study of anxiety in content-and-language-integrated-learning (CLIL) contexts is an emerging theme in current literature. To advance research in this area, the present article analyses the influence of the educational model (CLIL and English formal instruction, EFI/non-CLIL) in the anxiety levels of language learners of English as a Foreign Language. The sample consisted of 185 secondary-education students from three semi-private schools in Mallorca. For data collection, we used the Spanish version of the FLCAS (Foreign Language Classroom Anxiety Scale) and the STAI-S (State-Trait Anxiety Inventory. Our results show that anxiety levels are higher for CLIL students in CLIL contexts than in EFI contexts, while non-CLIL students feel more anxious than CLIL students in EFI contexts. [ABSTRACT FROM AUTHOR]