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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]

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. [ABSTRACT FROM AUTHOR]

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.

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. [ABSTRACT FROM AUTHOR]

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Little is known about young CLIL (Content and Language Integrated Learning) learners' attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables – L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners' interactive behaviour in L2 English, at least in terms of LRE production, does not differ as a consequence of target language proficiency, whereas pair formation method exerts some influence, self-selected pairs producing and resolving more meaning-based LREs. No differences were found for form-focused LREs. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. 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 Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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 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 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. [ABSTRACT FROM AUTHOR]

One of the most up-to-date approaches to modern education for acquiring a foreign language through the study of a non-language subject is Content and Language Integrated Learning (CLIL). This approach gives the opportunity to develop a variety of learning strategies, application of innovative teaching methods and techniques, as well as increasing the motivation to learn. On the other hand, this approach provides the opportunity for learners to familiarize and expand their intercultural knowledge and understanding, while improving their skills to communicate in the language, other than their mother tongue. Being an educational approach, based on competences, CLIL is extremely well received by educators in Europe and around the world. One of the best-known models for CLIL implementation is the 4C’s conceptual framework developed by Do Coyle - Content, Communication, Cognition, Culture. Given the specificity of science teaching and in particular chemistry teaching in English, the article proposes to expand the model on the 4C’s frame to 6С’s frame- Content, Communication, Cognition, Culture, Key Competencies, Collaboration. On the basis of this frame, a CLIL lesson planning matrix for teaching chemistry in English was developed. [ABSTRACT FROM AUTHOR]

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]

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]

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]

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. [ABSTRACT FROM AUTHOR]

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

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones 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.)

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]

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.

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]

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.)

Virtual reality (VR) has been found to be effective for increasing student motivation and engagement (Parong & Mayer, 2018), experiential learning (Hu-Au & Lee, 2018), and even improving spatial memory (Pollard et al., 2020). However, few studies have moved beyond the novelty of single-lesson VR experiences, nor have they used VR as the primary method of lesson delivery in language learning curricula (Kavanagh et al., 2017). Longitudinal data will help to elucidate a VR-specific pedagogy, providing evidence to support best practices, but they will not necessarily ensure that VR is actually adopted in classroom contexts. For that to take place, teacher buy-in is necessary, but there is also a lack of literature investigating the teacher side of planning and delivering VR lessons. The authors designed a longitudinal case study at a language-focused university, in order to investigate the experiences of university lecturers who conducted eight-week Content and Language Integrated Learning (CLIL) courses in VR using Immerse (www.immerse.online), a multi-user VR language learning platform. The study analyzes teachers’ perspectives on planning and implementing a VR curriculum. Post-lesson surveys and semi-structured interviews were conducted with the instructors. The analysis findings for both the instructors’ experiences will be discussed, along with their implications for integrating VR into extended course curricula. [ABSTRACT FROM AUTHOR]

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.

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]

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. [ABSTRACT FROM AUTHOR]

Content and Language Integrated Learning (CLIL) is a curriculum in which the learner learns both a subject and a second language at the same time. For example, a science course can be taught to learners in Arabic. Hence, in this case they will not only learn about science but will also acquire relevant vocabulary and language skills. The problem can be identified in how lessons and units are organized to integrate the content of the lesson with the language. Language helps in transmitting, understanding, and employing information related to the content in receiving or producing the language. To integrate language, content, and culture, it is possible to go in two consecutive or parallel directions: First: Developing a single lesson Other: Developing a unit in one academic field A group of strategies can be used to make language, culture and content an integrated concept, including: Select the educational materials based on the previous knowledge of learners. - Prepare learners for interpretation by arousing their interest about the topic of the lesson - introduce vocabulary and basic concepts to learners before they interact with the material. - Make predictions and provide non-linguistic support for meaning. Also, working with texts several times using different interpretive tasks that focus the attention of learners on language, culture, or content. [ABSTRACT FROM AUTHOR]

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Content and Language Integrated Learning (CLIL) is considered a promising approach to enhancing foreign language skills and motivation. However, its impact on students' academic self-concepts remains largely unclear. This study aimed to investigate whether CLIL positively affects students' English self-concepts but harms their math self-concepts in Grade 8 after two years of CLIL participation. Furthermore, the study intended to control for and disentangle selection and preparation effects caused by selective access and increased English instruction before the start of CLIL, as neglecting a priori differences between CLIL and non-CLIL students has led to overestimating CLIL effects in the past. Participants were 5963 academic-track school students. Propensity score matching was applied to control for selection effects. Structural equation modeling was used to estimate CLIL effects on English and math self-concepts. The inclusion of control variables allowed for accounting for preparation effects. CLIL students had significantly higher English self-concepts than non-CLIL students, which could be explained by selection and preparation effects. However, attending CLIL helped to maintain the advantage over non-CLIL students over the first two years of CLIL participation. CLIL had no detrimental effects on students' math self-concepts but left them unaffected. The study contributes to a deeper understanding of the effects of CLIL on students' self-concepts in different subjects. Furthermore, the results highlight the importance of accounting for both selection and preparation effects in future CLIL studies to obtain unbiased CLIL effect estimates. • First-time separation of selection, preparation, and CLIL effects on self-concepts. • Panel data, multiple covariates, and matching to control selection and preparation. • CLIL helps maintain, but not extend, pre-existing English self-concept advantages. • CLIL does not harm math self-concept. [ABSTRACT FROM AUTHOR]

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).