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This article explores the importance of language awareness for teachers in Content and Language Integrated Learning (CLIL) programs. The study focuses on a collaborative professional development activity in a Spanish bilingual secondary school in Madrid. The analysis of the data highlights the significance of developing CLIL teachers' language awareness through on-site collaboration and discusses different frameworks for content and language integration. The text also discusses the use of Legitimation Code Theory (LCT) to understand how knowledge shapes teachers' practices in CLIL. The study emphasizes the need for effective language awareness in CLIL teachers and suggests further research in this area. [Extracted from the article]

In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Based on Wenger’s [Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press] identity construction framework, this qualitative multiple case study reveals how three EMI teachers in Hong Kong and Mainland China secondary schools negotiated their identity when being supported to incorporate language teaching in their content lessons. From data collected in co-planning meetings, lesson observations and interviews, all the teachers were engaged in constructing the identity of language aware content teachers, but some of them appeared to experience identity conflicts. The contrast of the three cases reveals that teachers’ professional training, school context and curriculum requirement are important in shaping teachers’ professional identity. Teachers’ agency also impacts on how teachers negotiate their identity, especially when facing contextual constraints. These findings underscore the importance of preparing teachers both psychologically and practically in EMI teacher education. [ABSTRACT FROM AUTHOR]

The effects of Content and Language Integrated Learning (CLIL) on students' foreign language skill development have been overestimated by previous studies, as most studies needed to have considered selection and preparation effects appropriately. We used complete survey data from a 1996–2003 cohort to investigate English skill development of N = 332 German CLIL and N = 6,401 non-CLIL grammar school students from grade seven (M = 12.64, SD = 0.60) to grade eleven (M = 16.72, SD = 0.70). We found selection effects for prior achievement, sociodemographic variables, and cognitive abilities. After propensity score matching, data revealed significant preparation effects of additional English lessons for the CLIL students. When controlling selection and preparation effects, CLIL compensated for the assumed fading out-effect but did not contribute significant added value measured by a C-test. We commend to include selection and preparation effects when analyzing CLIL effects. [ABSTRACT FROM AUTHOR]

The study is devoted to the definition of educational effects of introducing the Content and Language Integrated Learning (CLIL) technology in master's programs. A pedagogical model of teaching the CLIL methodology is described; the development of the "CLIL for IT teachers" course is based on it. An experiment that involved 62 graduate students was carried out. The following mobile applications were used in the development of the CLIL course for IT Teachers: FluentU: Language Learning App, Basic Computer Fundamental, Learn computer in 30 days, Computer Basic Course, Online courses from HowTech, Computer Dictionary English, Learn Word, Excel & PowerPoint. The effective synergy of the model's elements made it possible to simulate a high-quality learning environment that promoted targeted learning, social educational cooperation, and creative expression of students, while spontaneously forming an English-speaking communication competence adaptive to different business scenarios. During the participation in the educational experiment, students not only developed a personal educational product - Fundamentals of Informatics - but also significantly improved their English professional communication competence. The described experience can be of interest to educators who are in search of effective pedagogical technologies and digital tools that improve the quality of their professional activities. [ABSTRACT FROM AUTHOR]

Guest editorial for the special issue 'CLIL for all? Attention to diversity in bilingual education'. [ABSTRACT FROM AUTHOR]

Introduction of the Special Issue 'Assessing CLIL: A multidisciplinary approach'. [ABSTRACT FROM AUTHOR]

Languages differ in their preferences for particular intensifying constructions. While intensifying adjectival compounds (IACs) (e.g. ijskoud, ice-cold) are productively used to express intensification in Dutch and English, in French this construction is hardly productive. Consequently, French-speaking learners may encounter difficulties acquiring IACs in Dutch/English. As part of a research project on CLIL in French-speaking Belgium, we explore the effect of CLIL on the acquisition of IACs in the target language (TL) Dutch/English through a multiple-choice test. The results confirm that CLIL students (learning English/Dutch) develop greater receptive knowledge of these constructions. Furthermore, the more frequent IACs are more likely to be recognized by the learners. Moreover, even when the CLIL effect is considered alongside other factors, such as the students' extracurricular exposure to the TL and their overall vocabulary, CLIL is still an important predictor of the learners' receptive knowledge of English IACs, in addition to productive and receptive vocabulary. By contrast, current informal contact with the TL and receptive vocabulary are significant predictors of learners' receptive knowledge of Dutch IACs, but CLIL does not significantly contribute to the regression model for the latter language. [ABSTRACT FROM AUTHOR]

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse for the students. 'Semantic waves', which model classroom practices of both unpacking and repacking, is arguably a key to understanding cumulative knowledge-building. Applying the concepts of semantic profiles and semantic waves, this paper analyses the classroom discourse of two CLIL science lessons in Hong Kong. In one lesson, the semantic profile mainly consists of downward shifts. The teacher adopted various useful strategies to unpack science concepts, especially with multimodalities, everyday L2 and students' L1 resources. Yet, there was limited repacking. In contrast, some repacking was observed in another lesson, where the teacher provided explicit instruction on academic language and guided students through academic writing tasks. A semantic wave can thus be observed there. These findings on strategies for unpacking and repacking provide significant insights into knowledge building in CLIL contexts, and may hence illuminate CLIL pedagogical practices. [ABSTRACT FROM AUTHOR]

The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking 'subject specific cognitive learning goals with the linguistic representations they receive in classroom interaction' (Dalton-Puffer 2013. "A Construct of Cognitive Discourse Functions for Conceptualising Content-Language Integration in Q4 CLIL Multilingual Education." EuJAL 1 (2): 216–253, 220). We focus on the CDF evaluate, using the Appraisal model to analyze evaluative language in a longitudinal corpus of student texts written in L2 English across disciplines (natural science, history, art), collected from the same students at the end of primary school (aged 11+) and at the beginning and end of secondary year 2 (aged 13–14). We trace students' control of meaning-making resources for the CDF evaluate across disciplines and over time through their ability to 'couple' interpersonal, or evaluative, meanings with their ideational, or field-specific knowledge. The findings show some development towards appropriate field + evaluation couplings, and suggest ways teachers can focus students' attention on the language of evaluation across disciplines, aiding development of cognitive discourse competence. Our study further supports the contributions of Systemic Functional Linguistics to educational contexts, as the Appraisal framework discriminates types of evaluation for creating disciplinary knowledge. [ABSTRACT FROM AUTHOR]

Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students' cognitive level and their L2 proficiency. The focus is on acts of classifying, comparing and contrasting facts, objects, phenomena, abstract ideas and concepts. Such cognitive and verbal actions are key in the construction of specialist knowledge, having been bundled in an umbrella cognitive discourse function (CDF) categorize. To operationalize this CDF, we develop a conceptual map through an exploratory, data-driven analysis of an oral learner corpus in L2 English and L1 Spanish on science and history topics collected in primary bilingual schools in Madrid. We also use SFL tools to examine lexico-grammatical choices which students employ to realize categorize across the two subjects and languages. The analysis shows that students encounter a range of difficulties, both conceptual and linguistic, when forming complete and appropriate categorizations in both languages. The results obtained across subjects reveal clear subject-specific tendencies in how categorizing is carried out: comparing seems to be a defining figure of thought in history while classifications were predominant in science. [ABSTRACT FROM AUTHOR]

The ability to manage specific forms of disciplinary expression – Languages of Schooling – is regarded as a factor of academic success (Council of Europe recommendations – Council of Europe CM/Rec. [2014]. Recommendation of the Committee of Ministers to Member States on the Importance of Competences in the Language(s) of Schooling for Equity and Quality in Education and for Educational Success. Accessed December 25, 2018. https://search.coe.int/cm/Pages/result%5fdetails.aspx?ObjectID=09000016805c6105). One of the core discursive functions students perform across academic subjects is defining, which is part of the inventory of descriptors for the language of schooling (e.g. Beacco [2010]. Items for a Description of Linguistic Competence in the Language of Schooling Necessary for Teaching/Learning History (End of Obligatory Education). Strasbourg: Language Policy Division, Council of Europe). This study addresses defining as a component of the language of schooling by which CLIL students express specialized knowledge across languages, educational levels and fields (see Coffin [2006b]. Historical Discourse. The Language of Time, Cause and Evaluation. London: Bloomsbury Publishing, Continuum). We elicited, analysed and compared students' written definitions in English (L2) and Spanish (L1) of two different historical fields in primary (6th grade) and secondary (8th grade). For this purpose, we applied an analysis scheme that merges Trimble's ([1985]. English for Science and Technology: A Discourse Approach. Cambridge: Cambridge University Press) definitional construct and Systemic Functional Linguistics (Halliday and Matthiessen [2014]. An Introduction to Functional Grammar. London: Hodder; Martin [2013]. "Embedded Literacy: Knowledge as Meaning." Linguistics and Education 24: 23–37). Our results show that while students produced more definitions in English in the higher educational level, the differences in their realizations are attributed more to the field being defined. The study has also shown no differences in the frequency and type of definitions across languages. [ABSTRACT FROM AUTHOR]

Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students' (EABs) content learning, while also simultaneously supporting students' ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching–learning cycle (TLC). This article presents a study that took place in a first-grade classroom that contained a number of EABs. Working in collaboration with the classroom teacher, we designed English language arts (ELA) units based on the TLC and analyzed the ways in which the teacher used interactional scaffolding applying this pedagogical approach to guide instruction for her EABs. We focused specifically on how the teacher's interactional scaffolding moves engage students, and especially EABs, in the Detailed Reading, Deconstruction, and Joint Construction phases. We present study results, including excerpts of classroom discourse. This article demonstrates how the TLC can be used to facilitate a meaningful understanding of interactional scaffolding and its role in the TLC. [ABSTRACT FROM AUTHOR]

Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today's pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the University of Granada (Spain) to evaluate how CLIL teachers' competences are perceived by Preschool Pre-service teachers. A total of 105 participants completed the online Likert-scaled questionnaire based on two dimensions of the CLIL Teacher's Competence Grid. Frequencies, inferential, correlational and regression analysis were conducted to shed light on students' self-assessment as future CLIL teachers in the Preschool stage. Results suggest that pre-service teachers do not yet feel prepared to become Preschool CLIL practitioners, and their level of CLIL communicative skills is a predictor of their knowledge about CLIL. [ABSTRACT FROM AUTHOR]

In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content is taught and assessed in an additional language. Hence, CLIL teachers, most of whom are content subject specialists, may encounter difficulties in evaluating students' content knowledge independent of their L2 proficiency and in aligning objectives, instruction and assessment. These concerns are closely related to teachers' assessment literacy, which is seen as integral to teachers' pedagogical content knowledge and plays a crucial role in effective instruction and assessment. While frameworks for teachers' assessment literacy exist, there have been calls to re-examine this important construct with reference to specific disciplinary contexts. Given the curricular complexities of CLIL, this paper seeks to conceptualise the assessment literacy of teachers in such programmes. It will first tease out the complexities of assessment in CLIL programmes. It will then review some relevant literature on teachers' assessment literacy, based on which a conceptual framework for CLIL teachers' assessment literacy is proposed. It will also include an illustrative case of how the framework could be applied in research. The framework will establish a theoretical grounding for future empirical research in the field and have important implications for CLIL teacher education. [ABSTRACT FROM AUTHOR]

In many higher education institutions in countries where English is the second or foreign language; English for Academic Purposes (EAP), English-medium instruction (EMI), Content and Language Integrated Learning (CLIL), and first language-English bilingual modules are attracting interest because of their potential to contribute to the internationalization of higher education. However, it is still not very clear whether students' monolingual, bilingual, or trilingual abilities really influence their academic performance in these modules. This study aims to determine if there is a relationship between participants' academic performance and their type of school attended at secondary level (monolingual, bilingual, trilingual) or age. The total sample of this correlational research was 177 undergraduates (105 females and 72 males, 15–30 years old) who took a university Spanish-English bilingual Biology module at a prestigious Colombian university. Here, we report the results obtained on 2.5 years of data generated by students' quizzes and exams. Independent t-tests showed that the grades obtained in quizzes and exams by the undergraduates who attended monolingual schools at secondary level were slightly lower than those of the university students who attended bilingual or trilingual schools, but there were no statistical differences between them. [ABSTRACT FROM AUTHOR]

Content and Language integrated learning (CLIL) revolves around the dual goal of language acquisition and content knowledge; therefore, the cross-curricular collaboration between language and content teachers is one of the key factors for the success of CLIL education. This study investigates multiple aspects of cross-curricular collaboration in a Vietnamese CLIL program, including teachers' beliefs about pedagogic roles, professional support provided, and actual cross-curricular collaboration implemented. Data collected from eight teachers through semi-structured interviews were coded for emerging themes using thematic analysis, and relevant documents were analysed as complementary data. The findings indicate that the teachers viewed their pedagogical responsibilities and foci rigidly within their discipline, rather than as a dual-focused role of both language and content teaching. Additionally, a mismatch between professional support provided by the school and by the program designers was identified, indicating insufficient training and supervision in the implementation of the program. Although there was evidence of teacher collaboration, the practice still lacked consistency and systematicity due to issues such as workload, schedule and motivation. The findings from this study have important implications for professional development and curriculum design in CLIL bilingual programs to facilitate successful cross-curricular collaboration. [ABSTRACT FROM AUTHOR]

Teaching through a second language (L2) poses many challenges, as second language learners (SLLs) have fewer linguistic resources in the language of instruction. Scaffolding students' learning is a possible way of overcoming these challenges, but there are few studies on this in Content and Language Integrated Learning (CLIL) contexts. The present study suggests a framework for how to empirically identify and classify scaffolding. Using the framework, the study investigates how three Norwegian CLIL teachers support learning for second language learners (SLL) through scaffolding. Twelve lessons (science, geography and social science) were filmed in one 11th-grade CLIL class. A coding manual (PLATO) was used to identify the scaffolding strategies the teachers used. The findings indicate that CLIL teachers scaffold their students to comprehend material. However, they provide few strategies to help students solve tasks, such as modelling and strategy use. CLIL teachers scaffold differently in the natural and social sciences; the natural science teaching has more visual aids, whereas the social science teachers allows for more student talk. The results imply that natural and social science teacher complement each other. However, CLIL teachers need to create more specific learning activities to provide their students with more support. [ABSTRACT FROM AUTHOR]

This study follows a group of modern foreign languages (MFL) teachers in the Netherlands during a nine-month professional development project around the theme of 'Content in MFL'. The project was initiated following proposals to refocus the MFL curriculum on the basis of integrated learning outcomes for both language proficiency and areas of language-related content in the areas of Language Awareness and Cultural Awareness. The aims of the study were to explore the areas of content that teachers viewed as relevant to their MFL teaching, as well as the extent to which the introduction of MFL-specific content addressed teachers' concerns regarding their practice. Perceived obstacles to the refocused curriculum were also addressed. Findings suggest that cultural content was a more relatable concept than language-related content for teachers in this study but also that language proficiency remained their central concern. Implications for the further development of the proposed content-focused curriculum are discussed. [ABSTRACT FROM AUTHOR]

Models of education delivering content teaching through learners' second language have rapidly increased in recent decades and are thought to offer a 'naturally' motivating context for learners to use and learn the medium of instruction (MoI). However, the relationship between MoI and language learning motivation (LLM) specifically is under-explored. In light of calls for contextually responsive theorizations of LLM, this study examines interactions between English language learning motivation (ELLM) and micro (MoI classrooms) and macro (schools) contexts in Hong Kong. ELLM measures were administered to Hong Kong secondary school learners of English (N = 3854), aged 11–14, studying in English, Chinese and Mixed mode of instruction schools. ANOVA results indicate higher levels of ELLM among EMI students on most measures and effects of MoI on three LLM constructs. The results support the relevance of a required orientation in explaining participants' ELLM and challenge the applicability of the ideal L2 self, which may be attributable to context rather than cultural difference. Implications are discussed for existing understandings of the MoI-LLM relationship, as well as discussions around culturally relevant theorizations of LLM. [ABSTRACT FROM AUTHOR]

This study aims to characterise teachers' integrated content-language learning pedagogies teaching the skills-focused subject Global Perspectives (GP) in Dutch bilingual upper-secondary-schools. Eleven teachers from seven bilingual schools across the Netherlands participated in the study in the school-year 2016-2017. To obtain insight into teachers' pedagogies, semi-structured interviews and observations of GP lessons were used. Dalton Puffer's Cognitive Discourse Functions (CDF) construct [(2013). A construct of cognitive discourse functions for conceptualizing content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. https://doi.org/10.1515/eujal-2013-0011], in combination with a focus on subject-specific Culture, was used as a heuristic to analyse the integrated content-language pedagogies of teachers. Main findings include that the participating schools had three distinct Intended Curriculum foci and, within these, five different types of integrated content-language learning pedagogies were identified. Main implications discussed are that focusing on subject-specific culture and using the CDF Construct is a useful heuristic to allow analysis of teachers' integrated content-language pedagogies, and that it may also provide a useful framework for both pre- and in-service teachers in CLIL contexts to emphasise the integrated nature of CLIL teaching. [ABSTRACT FROM AUTHOR]

In the past two decades, content and language integrated learning (CLIL) has seen a surge in uptake, especially in European schools offering forms of bilingual education. This article reports a study investigating practitioner and specialist perceptions about the goals and practices of CLIL in the Netherlands, one of few countries where CLIL provisions are highly institutionalized at the national level. To investigate these stakeholders' perceptions about ideal CLIL pedagogies in an in-depth way, semi-structured interviews were held with seven CLIL practitioners and nine CLIL specialists. Inductive content analysis of the interview transcripts identified four themes relating to stakeholders' perceptions of ideal CLIL pedagogies: (1) Meta-goals; (2) Teaching resources; (3) Student output; and, (4) Feedback and assessment. The most important themes and sub-themes for each group are discussed in detail. In addition to providing a rich picture of 'ideal' CLIL pedagogies by key stakeholders in the Netherlands, the results also showed that, despite the level of institutionalization of CLIL in the Netherlands, specialist and practitioner perceptions of ideal CLIL pedagogies seem not to be fully aligned. The implications for teacher-education and CLIL policy in the Netherlands and other contexts are discussed. [ABSTRACT FROM AUTHOR]

This paper presents an instructional model to incorporate English-language communication between international practicing scientists and English learners into secondary science lessons. The aim was to identify a method that lets pupils practice English as the language of science and that elicits positive affective attitudes in the form of task-specific intrinsic motivation. As a central condition, the approach had to be feasible in realistic school settings. The pupils that participated in the two studies presented (total n = 218) were native German speakers and interacted with English-speaking experts in the curricular contexts of cytology and immunology via videos. We assessed pupils' task-specific intrinsic motivation (as defined by their interest/enjoyment of the exchange and their relatedness to the expert) and compared it to their subject-specific interest in biology and English before and after the project. We further contrasted the motivational ratings of bilingually experienced and inexperienced groups of pupils. Both groups reported similar and remarkably high task-specific intrinsic motivation for the video exchange. Subject-specific interests remained constant before and after implementing the method and were correlated with interest/enjoyment in the standard, but not in the bilingually experienced classes. The applicability of the exchange model in different topics, subjects, and student groups is discussed. [ABSTRACT FROM AUTHOR]

The adoption of Content and Language Integrated Learning (CLIL) in Spain has affected educational spending and introduced modifications in learning and assessment procedures for students. While positive effects are noticeable in terms of language learning, evidence concerning the impact on non-linguistic subject areas has been less forthcoming. This study, which forms part of the wider MON-CLIL investigation into CLIL instruction in monolingual areas of Spain, aims to contribute to the developing body of knowledge by comparing academic performance in science in primary education and natural science in compulsory secondary education. In addition to comparing school results for a sample of 93 public, charter (semi-private) and private primary students and 139 public and charter secondary students (total = 232), this study also involved a stepwise discriminant analysis with other potential intervening variables in order to determine the extent to which differences might be due to instruction type or to other factors. Significant differences were detected between certain school types in favour of non-CLIL groups in primary education, while differences also existed between public secondary groups in favour of CLIL. These findings seem to indicate that CLIL instruction had no detrimental effects on the science learning of the secondary learners participating in the study. [ABSTRACT FROM AUTHOR]

While translanguaging research has been gaining currency worldwide, calls have been made for deepening its theorisation and providing more systematic pedagogical guidance. To contribute to this discussion, this study is informed by a fluid, distributed, dynamic process view of human meaning-making. Through a fine-grained multimodal analysis of classroom activities and interactions, it elucidates the translanguaging/trans-semiotising practices of an experienced science teacher trying out a CLIL (Content and Language Integrated Learning) approach inspired by the Multimodalities-Entextualisation Cycle (MEC) in a Grade 10 biology class in Hong Kong. Post-lesson interviews and survey indicated that such practices generated a positive impact on the students in the continuous flow of knowledge co-making. Implications of the study for furthering the theorisation and practices of translanguaging/trans-semiotising will be discussed. [ABSTRACT FROM AUTHOR]

This paper investigates students' performance in content-subjects in the framework of CLIL programmes in Spain. So far, CLIL research has focused primarily on language attainment in the L2 and the L1, but students' achievements as regards content-subjects have been largely ignored. Competence in Science in the L1 is analysed by comparing pupils enrolled in mainstream schools with students in the so-called 'bilingual streams' offering CLIL-based approaches. The main objective is to assess if students learning Science through the L2 (English) outperform their counterparts studying in the L1 (Spanish) as regards content acquisition. The paper analyses a sample of 709 6th grade Primary Education students enrolled in public schools in the Principality of Asturias (Spain). A test to assess students' knowledge in Science and a context questionnaire (measuring participants' socio-economic status) were designed. The main finding is that students learning contents in their L1 perform slightly better than those studying Science through the L2. Furthermore, participants with lower socio-economic status obtain lower scores than those coming from more privileged backgrounds. [ABSTRACT FROM AUTHOR]

Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers' work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attention to the classroom, professional relationships and the wider sociocultural environment. Findings showed that language, classroom-related tensions and temporal, material and developmental resources were perceived as tensions limiting teacher agency. In contrast, autonomy, openness to change, teacher versatility, and collegial community were found to support teacher agency. The study concludes with practical implications for teacher education, practicing teachers and future research. [ABSTRACT FROM AUTHOR]

English connects all areas of science around the world. Productive and receptive English-language skills are thus a crucial tool that schools must provide their students with in order to prepare them for higher education and professional life. The introduction of bilingual instruction of subject matter, often referred to as Content and Language Integrated Learning (CLIL), allows for incorporating English as a medium of communication directly into the science classroom. However, such bilingual lessons are often only accessible in the context of bilingual programmes for which students have to qualify based on their previous performance. The present study assessed the applicability of bilingual modules in non-selected groups of students. For this, a bilingual teaching unit on immunology was developed and implemented in standard German ninth grade classes. After the unit, bilingually taught students showed the same content knowledge gains as their peers who had been taught solely in their native language. Average achievement motivation ratings before and after the unit were medium to high in all classes, and the majority of students was open to more bilingual lessons. An evaluation of student comments provides further indications for the development of future bilingual units. [ABSTRACT FROM AUTHOR]

Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning process. The functions of L1 in content-based classrooms have been well documented, but it is necessary to have a more systematic approach to planning and using L1. This paper seeks to address this gap by applying the notions of 'curriculum genres' and 'task structure' when analysing patterns of teachers' use of L1 and L2 in a collection of content subject lessons observed in English-medium secondary schools in Hong Kong. With illustrative episodes presented in this paper, we would argue that 'curriculum genres' and 'task structure' can serve as useful tools for both researchers and teachers to analyse and critically reflect on patterns of pedagogic practices and language use in content-based classrooms. These will have significant implications for future research on using L1 and illuminate effective pedagogy in content-based education. [ABSTRACT FROM AUTHOR]

The dominant role of English as the global language of science entails a requirement for science teachers to equip their non-native English-speaking students with receptive and productive language skills for communication in scientific contexts. Although science courses with English elements are part of some schools' bilingual programmes, they are usually not available to a wider student audience, but are restricted to high achieving or highly motivated students. The present study was to test whether a newly developed biology content and language integrated learning (CLIL) unit could also benefit standard ninth grade classes. The learning gains and motivation of bilingually inexperienced students were compared to those of a preselected group and a comparison group that had been taught solely in their native language. All participating classes achieved similar gains in content knowledge, and the standard students rated their motivation for bilingual science lessons as positive, albeit not as high as the preselected group. We thus provide evidence against concerns that teaching non-selected students bilingually might lead to deficits in content knowledge acquisition. Following this, we conclude that scientific English should be a part of standard science lessons regardless of specific school programmes. [ABSTRACT FROM AUTHOR]

English-medium instruction (EMI) is widely believed in higher education contexts to support the internationalisation of universities, to make study programmes more accessible to international students and to enhance the international prestige of academic staff. However, the pressure on European institutions to offer subjects through English raises the issue of whether a sufficient number of teachers are capable of teaching their subject content through the language. Although some recent research has found that EMI programme directors are largely satisfied with the English proficiency of their teaching staff (Wächter and Maiworm, 2014. English-Taught Programmes in European Higher Education. The State of Play in 2014. Bonn: Lemmens. Accessed November 17, 2017. http://www.aca-secretariat.be/fileadmin/aca_docs/images/members/ACA-2015_English_Taught_01.pdf), other reviews of current practice have highlighted a need for a more structured and rigorous approach to the language and methodology training of teachers (Dearden 2015. “English as a Medium of Instruction - A Growing Global Phenomenon.” Accessed 17 November 2017. http://www.britishcouncil.org/education/ihe/knowledge-centre/english-language-higher-education/report-english-medium-instruction; Halbach and Lázaro 2015. “La acreditación del nivel de lengua inglesa en las universidades españolas: Actualización 2015.” Accessed November 17, 2017. http://www.britishcouncil.es/sites/britishcouncil.es/files/british-council-la-acreditacion-del-nivel-de-lengua-inglesa.pdf). This article reports on the findings of a survey of 70 European universities carried out in 2014-2015 which provides an overview of current practices in the training and accreditation of university teachers in EMI. The findings reveal a very eclectic range of approaches to training and accrediting teachers working in this area. [ABSTRACT FROM AUTHOR]

This paper reflects on the contributions to this special issue, which offers a timely insight into research trends on the integration of content and language in higher education. The principle focus of the papers lies on the effects of English as the instructional language, in line with the professional activity of the authors. The papers amplify several trends in English-medium instruction (EMI) research: collaboration, identity, and teacher training. In a world where both students and teachers are increasingly transient, the studies serve to identify ways of promoting effective learning among students with differential language constellations, including language minority students, so that speakers from specific language groups are not marginalized or excluded. [ABSTRACT FROM AUTHOR]

This article reports on a four-year longitudinal study which investigates students’ use of evaluative language in English as a second language (L2) to talk and write about history in a bilingual education programme. We focus on how four students use linguistic resources to adopt a stance to the content they are learning and develop an authoritative voice, for which they need to use evaluative language, in which people, actions, events and processes are appraised. We combine quantitative analysis of a spoken and written corpus with a qualitative analysis of students’ spoken production in one-to-one interviews. Quantitative findings showed similarities and differences in the use of evaluative language among individual students both cross-sectionally and over the four years of study. Moreover, qualitative comparative analysis of the production of two of these students, who were differently rated by their teachers in their English skills, showed clear differences in their abilities to use linguistic resources to construct an appropriate ‘historian’s’ voice in the L2. [ABSTRACT FROM AUTHOR]

Content and language integrated learning (CLIL) is an approach to bilingual education in which academic content and an additional language are taught at the same time. It is growing rapidly throughout the world, with the medium of instruction in most CLIL classrooms being English. This means that many teachers around the world are teaching academic content in English, which is neither their, nor their students', first language. There is thus a need to establish and clarify the knowledge of language necessary for these teachers to carry out teaching tasks effectively. Drawing on [Ball, Deborah Loewenberg, Mark Hoover Thames, and Geoffrey Phelps. 2008. "Content Knowledge for Teaching: What Makes It Special?" Journal of Teacher Education 59: 389- 407.] work on content knowledge for teaching (as do [Freeman, Donald, Anne Katz, Pablo García Gómez, and Anne Burns. 2015. "English-for- Teaching: Rethinking Teacher Proficiency in the Classroom." ELT Journal 69 (2): 129-139.] in the ELT context), the article proposes the construct of 'Language knowledge for content teaching' (LKCT). This construct has two sub-domains: common language knowledge for content teaching (CLK-CT) and specialized language knowledge for content teaching (SLKCT). These sub-domains are described and illustrative examples from a corpus of classroom interactions are presented. It is suggested that further research can develop these domains of teacher's' language knowledge for CLIL both theoretically and empirically, and they are offered as a tool for mapping out the language component of the knowledge base for CLIL teacher education. [ABSTRACT FROM AUTHOR]

Despite its increasing popularity and adoption across Europe, Content and Language Integrated Learning (CLIL) is not without its critics. It has been argued that CLIL programmes are highly selective, that is, the students possess more favourable learning prerequisites than their monolingually taught peers. The present study contributes to this debate by investigating possible differences in learning prerequisites between CLIL and non-CLIL students in German CLIL secondary schools. We assessed figural and verbal cognitive skills, family background (immigration background, parents’ education, socio-economic status, and cultural capital), and achievement and motivation in the soon-to-be bilingually taught content subject History and in the foreign language of 1362 CLIL and non-CLIL eighth graders. Results indicated significant advantages of CLIL students regarding their verbal cognitive skills, parents’ education, socio-economic status, cultural capital, and achievement and motivation in History and in the foreign language. Additionally, it was investigated whether differences in students’ foreign language performance would diminish after possible differences in learning prerequisites were taken into account. Multiple regression analyses showed distinct selection effects but CLIL students still outperformed their monolingually taught peers by one to almost two school years (listening comprehension resp. C-test). These results can lay the foundation for an evaluation of the effectiveness of CLIL programmes. [ABSTRACT FROM AUTHOR]

In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed. [ABSTRACT FROM PUBLISHER]

The present article carries out an in-depth analysis of the differences in motivation, input-related variables and linguistic attainment of the students at two content and language integrated learning (CLIL) schools operating within the same institutional and educational context, the Spanish region of Extremadura, and differing only in terms of the social milieu: rural vs. urban. The results show that the CLIL learners in the urban school (n = 27) had started earlier, had had greater formal support outside school (i.e. private English lessons) and had attained a higher level of English (grammar, passive and active vocabulary) than their rural colleagues (n = 21), while their motivation and extramural exposure (i.e. informal contact with English) were not found to be dissimilar. Of the variables considered, social milieu (urban vs. rural), used here as a proxy of socio-economic status, explained most of the variance in language attainment results. [ABSTRACT FROM PUBLISHER]

Increased attention to integrated approaches has resulted from demands to prioritise literacy learning while maintaining a balanced curriculum in primary schools. Limited empirical evidence to support integrated approaches to teaching physical education (PE) exists. This study explored the integration of PE content learning and the learning of Irish as a second language with eight English-medium primary school classes (ages 8–10). Data sources included direct observation, teacher interviews and written reflections, alongside focus groups with children. Careful implementation to balance language and content learning is recommended to ensure the promise of complimentary learning emerges within the spirit of an integrated curriculum. [ABSTRACT FROM PUBLISHER]

‘Language across the curriculum’ has been pivotal in establishing a knowledge base on the role of language for accessing opportunities afforded by the curriculum. Yet, the ubiquity of language within all facets of human activity – not least of all the more abstract domains of thinking and relating with others – can easily obscure its perceptibility as an object for research relative to other priorities; especially when the curriculum focus is directed towards content-oriented areas, such as mathematics or the humanities. This paper uses an ecological framework to consider the place of language when the teacher’s focus is not solely on language, or content, but is equally attentive to both through a relatively new approach to theorizing learners’ non-native languagewithinthe curriculum: content and language integrated learning. In particular, it critically examines the notion of ‘integration’ as a pedagogical assumption for working with language in curriculum domains by focusing on teachers’ perceptions of the affordances of language as a meditational tool within the classroom space. Findings raise new implications for understanding the role of language(s) within the curriculum, and are significant for addressing the needs of a changing, globalized student demographic where the presence of multiple languages will increasingly shape learners’ engagement with the curriculum. [ABSTRACT FROM PUBLISHER]

This paper reports on a study of the interactions between text chat and audio modalities in L2 communication in a synthetic (virtual) world and observes whether the text chat modality was used for corrective feedback and the characteristics of the latter. This is examined within the context of a hybrid content and language integrated learning design workshop. This course involved 17 students of architecture whose L2 was either French or English and for which the synthetic world environmentSecond Lifewas employed for distance language sessions. Using multimodal transcriptions of the interaction data from these sessions, it was found that text chat was employed for content-based interaction concerning the task as well as for feedback concerning non-target-like errors in the audio modality. Feedback predominantly concerned lexical errors and was offered in the form of recasts. The multimodality of the environment did not appear to cognitively overload students who frequently responded in the audio modality to corrective feedback offered in the text chat. The study highlights the need to train language tutors who wish to exploit synthetic worlds to use the text chat in parallel with the audio to support learners’ verbal production with respect to verbal participation and proficiency. [ABSTRACT FROM PUBLISHER]

This paper explores how students in an Educational Psychology subject in a university L2 immersion context accomplish learning, mobilise their plurilingual repertoires and restructure their participation in carrying out a teamwork task over the course of approximately one week. The study is novel in several ways. First, it aims to fill a gap in the literature by exploring dynamics of knowledge construction in a multilingual, ‘internationalised’ university classroom, a context that is currently underrepresented in research, although increasingly common in practice. Second, the theoretical-analytical framework, inspired by socio-constructivism and conversation analysis, lends support to both situated and longitudinal arguments for learning; perspectives that are often examined separately in interactionist literature. Finally, the framework is used to seek evidence of knowledge construction not only in terms of the second language but also in terms of disciplinary content and by paying particular attention to how students participate and use their available languages in managing the different task stages. The results not only demonstrate the utility of the proposed framework but also highlight how the mobilisation of plurilingual repertoires may be advantageous for learning and participation in similar higher education classroom settings and, ultimately, for doing internationalisation. [ABSTRACT FROM PUBLISHER]

In many countries, Content and Language Integrated Learning (CLIL) in secondary education, whether by default or design, focuses primarily on high-achieving students. This paper presents a study of CLIL programs for a different population: junior vocational students in the lower streams of secondary education in the Netherlands. On the basis of a context description of the highly streamed Dutch secondary education system and a literature review related to bilingual education for lower achievers and vocational CLIL, the paper examines the implementation of bilingual education programs at school and task level. More specifically, it describes the perceptions and motivation of junior vocational students and their teachers with respect to the organization and practice of vocational CLIL. As a result, the paper reports the successful linguistic, curricular, and pedagogical characteristics of bilingual education programs for this type of learner and summarizes the challenges and opportunities for CLIL in junior vocational education. [ABSTRACT FROM AUTHOR]

In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we uphold that the purported benefits of combining both languages should not be underestimated in this type of education. The objective of this study is to find out if the collaboration among teachers, particularly between language assistants and content teachers, with the subsequent use of two languages in the same classroom, may result in the development of strategies that will ultimately contribute to the improvement of the teaching process, the learning of content matter and also the development of language skills and language awareness. By analysing the perceptions and reflection on the actual performance of teachers involved in CLIL programmes in Andalusia, a Spanish monolingual autonomous community, this article aims to identify the existence of collaborative work among teachers, the advantages of such collaboration and the benefits of using the two languages. [ABSTRACT FROM AUTHOR]

This paper focusses on the teaching of non-linguistic subject matters in a second or third language through bilingual education. We investigate how this specific educational framework influences the development of linguistic competence as well as disciplinary knowledge. Based on a large-scale corpus of classroom interactions collected in bilingual education programmes in multilingual Switzerland and touching on various disciplines (biology, history, physics, maths), our contribution discusses how situated knowledge is acquired through L2 and L1 language processing, and how the conversational strategies used by teachers and learners focus on form and content through the interaction of the two languages of education. Whereas, code-switching - here specifically the use of the mainstream language (L1) in an L2 educational setting - is often regarded as a learner-oriented facilitating strategy, we argue that it enhances the learner's metalinguistic ability. Thus, code-switching relies on the conversational routines of bi/multilingual communication settings. It also deals with the opacity of the subject matter by making the new concepts more familiar in L2, and more salient in L1. Bi/multilingual discourse is argued to function as an interface between linguistic and disciplinary knowledge in the process of introducing concepts and making them operational at different levels of complexity. Other basic cognitive strategies - such as sorting information, categorisation, argumentative organisation - also benefit from the multilingual construction of knowledge in various disciplines. [ABSTRACT FROM AUTHOR]

The aim of the study was to investigate how successfully pupils had learned content in content and language integrated learning (CLIL) and to assess pupils' affective learning factors, such as motivation and self-esteem, in CLIL. Learning was presented in terms of achievement level, which was described as the relationship between measured levels of intelligence and school success. The study indicated that there were no major differences in learning, whether the language used in instruction is the pupils' mother tongue or a foreign language; pupils of different intelligence levels had similar chances to succeed in both cases. However, it was discovered that there may not be as many overachievers among the pupils in CLIL as among the pupils in the Finnish language instruction group. Achievements in the Finnish language, i.e. the mother tongue, were not negatively affected by CLIL. In terms of the affective factors, the study indicated that CLIL pupils had a low self-concept in foreign languages, although pupils had a strong motivation to learn. [ABSTRACT FROM AUTHOR]