CLIL Curriculum Implementation in Higher Education: Constructing Processes of CLIL Teacher Identity

In recent years, Content and Language Integrated Learning (CLIL) has become the subject of attention, especially in East Asian countries, due to the introduction of English as a Foreign Language (EFL) education in primary schools. However, limited empirical studies have been conducted regarding the feasibility and potentiality of content- and language-integrated instruction in these contexts (Butler, Nihon no shougakkou eigo wo kangaeru: ajia no shiten karano kensho to teigen [Thinking About Japanese Elementary School English: Inspection and Suggestion from Asian Perspective]. Tokyo: Sanseidou, 2005) with fewer studies related to Japanese primary schools (Yamano, Content and Language Integrated Learning (CLIL) in a Japanese Elementary School: A Comparative Study of a CLIL Program in Early EFL Education. Unpublished Master’s thesis, Sophia University, Tokyo, 2012; Utilizing the CLIL approach in a Japanese primary school: A comparative study of CLIL and EFL lessons. The Asian EFL Journal, 15(4), 70–92, 2013a; Exploring the use of Content and Language Integrated Learning (CLIL) in foreign language activities. JES Journal, 13, 20–35, 2013b; CLIL in a Japanese primary school: Exploring the potential of CLIL in a Japanese EFL context. International CLIL Research Journal, 2(1), 19–30, 2013c; Exploring the cognitive change of an elementary school teacher through CLIL practices. Bulletin of Utsunomiya University, Division of Educational Department, 65, 205–219, 2015). Therefore, this study explores the potential of CLIL application in a Japanese context from four important aspects, known as the 4Cs: Content (subject matter), Communication (language learned and used in the CLIL lesson), Cognition (cognitive skills), and Community/Culture (awareness toward learning community and pluricultural understanding) (Coyle, Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. The International Journal of Bilingual Education and Bilingualism, 10, 543–562, 2007; Coyle, Hood, & Marsh, CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press, 2010; Mehisto, Marsh, & Frigols, Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Palgrave Macmillan, 2008). This chapter first defines the Japanese primary EFL education and discusses the rationale for applying a CLIL approach in a Japanese primary school context. Then, based on the 4Cs perspective, it investigates the differences between a CLIL class of 35 students and a non-CLIL class of 36 students in conventional EFL instruction and analyzes results from three different data sets: classroom observations, pupil questionnaires, and teachers’ interviews. Lastly, the present study indicates the potential of a CLIL approach in a Japanese primary EFL environment regarding the 4Cs perspective: enhancing diversity and experiential learning because of the authentic content, accelerating classroom interaction, deepening students’ cognitive learning, and activating students’ cooperative learning as well as comprehension of global issues.

The paper discusses the potential of CLIL (Content and Language Integrated Learning) pedagogy in the current practice of ELT (English Language Teaching) and the issues of global education from a viewpoint of DEI (diversity, equity, and inclusion) in Japan. DEI into CLIL pedagogy ensures a variety of learning environments, appropriate CLIL learning, and a sense of belonging. CLIL can also provide better ideas and resources to cultivate DEI. This paper therefore argues that CLIL pedagogy has the potential to change and incorporate issues related to DEI. The Japan CLIL Pedagogy Association (J-CLIL) conducted a questionnaire survey on CLIL and its sponsored events and activities in 2021. Results show that: (1) many teachers are not aware of DEI; (2) their mindset can become gradually diverse; (3) current education lacks equity with respect to students; and (4) inclusive education is still not satisfactory. Ensuring equity in DEI is crucial in the realm of CLIL teacher education. Therefore, it is imperative for CLIL teacher education to be more attuned to DEI concerns to enhance the implementation of CLIL practices effectively. The DEI process needs to be integrated into CLIL and globalisation within the Japanese context. For that purpose, there needs to be more research and practice necessary to promote a CLIL type of languages-integrated learning, and this paper argues that it can be done through the IMT (Integrated Multifunctional Teacher) development program in Japan.

Introduction. Content and Language Integrated Learning (CLIL) has recently been applied into education system, but a range of supporters is rapidly increasing, covering diverse countries. The CLIL approaches simultaneously use a foreign language as an object to studying and as an instrument to learning other subjects. The emergence of CLIL was related to a wide distribution of bilingualism in society and the need to cope with the problems related to this process, including the elimination of international conflicts, the consolidation of society as the factor of a social well-being, the support of a competitive labour market, etc.Despite growing popularity of CLIL across the world and recognised status by the European Union as one of the leading effective means to implementing international language policy of multilingualism, the academic teaching staff of Russian higher school does not still fully understand the organisational mechanisms and forms of a similar learning process, largely as a result of national characteristics and traditions. In a globalising world, CLIL didactics is currently becoming a perspective direction of higher education and an effective way both of acquiring and improving language and communicative competencies to provide further successful professionalising of students and to facilitate their career promotion in the chosen field of activity.Theaimof this paper was to sum up and discuss the experience of Tomsk Polytechnic University in conducting CLIL-based courses.Methodology and research methods. The concept of practice-oriented vocational education was used as the methodological base of the experimental work in order to search optimal variants when developing foreign language knowledge in the students of engineering specialties. In the course of the research, the approaches of comparative analysis, synthesis, generalisation, forecasting, design, modelling, prolonged monitoring of learning outcomes, observation and questionnaire survey were applied.Results and scientific novelty.The actualising reasons for CLIL approach in the Russian high school education were formulated and proved. The brief historical overview of didactic concepts was presented. The authors analysed temporary challenges which preceded the implementation of CLIL methodologies in the learning process of Tomsk Polytechnic University (TPU) and the introduction of programme “Vocational Training and Education in a Foreign Language” (3rd-4th years of education). The stages of teaching foreign language evolution at the university were distinguished: the anglification of engineering education transformed into multidisciplinary model of English for Specific Purpose (ESP); the creation of “pedagogical tandems” – the organization of courses with “double agents”; and, finally, CLIL training in which a cognitive component can be seen as the key characteristic and the main advantage. Success and failure in the field of CLIL practices available today at TPU were revised. The examples of private implementable practices were described and analysed. The research findings revealed the rationality when using various applied variations of CLIL methodology.Practical significance. The research outcomes allowed the authors to adjust not only the main educational programmes of higher education institution, but also internal programmes of professional development of teachers. Although the long-term experiment summarised in the publication in a single higher education institution does not apply for universality and mass circulation, the authors believe that experimentative materials will contribute to consistent embedding of CLIL courses into a complete system of vocational training.

This research study aims at developing a Content and Language Integrated Learning (CLIL) course to enhance cultural awareness and English communication ability of Thai undergraduates in the international program. The objectives of the study were: 1) to investigate how a CLIL course can be developed to enhance cultural awareness and English communication ability of Thai undergraduates in the international program, 2) to examine the effectiveness of the CLIL course to enhance cultural awareness of Thai undergraduates in the international program, 3) to examine the effectiveness of the CLIL course to enhance English communication ability of Thai undergraduates in the international program, and 4) to investigate the opinions of Thai undergraduates in the international program towards the developed CLIL course to enhance cultural awareness and English communication ability. The study is a research and development design study involving two phases: course development phase and research phase (a single group pre- and post- test research design). The first phase was processed following Graves (2000)'s eight-stage process and four-stage cycle of course development. The results from the eight-stage in the course development process influenced on what was planned and designed in the CLIL course. It started from defining the context and following by articulating beliefs, assessing needs, formulating goals and objectives, conceptualizing content, developing materials, organizing a course and designing an assessment plan. The samples of this study were 24 second-year Chinese-major Thai undergraduates in the international program, Faculty of Liberal Arts, Prince of Songkla University, Hat Yai Campus. This group of students studied the CLIL course as an intensive course in their semester break. The research instruments in the second phase were categorized into two categories: instructional instruments and research instruments. CLIL course teaching materials were used to teach Thai undergraduates in the international program. To examine the effectiveness of the CLIL course, pre-test and post-test scores were compared. The cultural awareness self-assessment questionnaire was also used to examine the pre- and post-awareness of culture of the research samples. In addition, the opinion evaluation questionnaire and interview protocol were used to determine the research samples' opinions towards the developed CLIL course. Thai undergraduates in the international program were also interviewed to investigate their in-depth opinion towards the developed CLIL course. The findings of this research study revealed that the undergraduates in this study were interested in learning culture, and the developed CLIL course was effective. It was found that the post-test scores of the research samples were significantly higher than the pre-test scores. Moreover, their post-cultural awareness scores were also higher than the pre-cultural awareness scores. Furthermore, they had positive opinions towards the developed CLIL course to enhance their cultural awareness and English communication ability. Based on the findings of the study, it is recommended that more CLIL courses for Thai undergraduates in the international program and in other disciplines should be developed.

This research involved the development of a Content and Language Integrated Learning (CLIL) course to enhance English language abilities, agricultural content, and cultural knowledge of undergraduate students. The main objectives of this study were to investigate the extent to which the CLIL course improved English language abilities, agricultural content, and cultural knowledge of undergraduate students, as well as to explore the opinions of undergraduate students toward the developed CLIL course. This research study employed a one-group pretest-posttest design. The sample consisted of 27 undergraduate students from the Faculty of Agricultural Technology, at King Mongkut’s Institute of Technology Ladkrabang, who were enrolled in the English for Academic Purposes course. The instruments used in the present study were namely 1) the CLIL course consisting of six units, 2) the CLIL test which contained the four sub-parts in reading, writing, agricultural content, and cultural knowledge, 3) the opinion questionnaire, and 4) the CLIL course interview protocol. After the 12-week CLIL implementation, the post-test mean scores revealed that that the students’ English language abilities in both reading and writing, agricultural content, and cultural knowledge improved with statistical significance (p < 0.05). The findings also indicated that the students had positive opinions toward the course. Based on the findings of the study, it is could be concluded that the CLIL course could enhance English language abilities, agricultural content, and cultural knowledge of undergraduate students. Therefore, it is recommended that more CLIL courses should be developed.

With internationalization becoming an increasing trend in higher education, many universities worldwide have been implementing content and language-integrated learning (CLIL) as an innovative approach to teaching and learning English that helps students compete internationally. Alongside this trend, the advance of digital technologies has offered beneficial use in integrating language and content knowledge. Following the conceptual framework of Hallingda (2013), this systematic review has explored the impact of digital technology use in English education related to the CLIL approach by synthesizing studies on various forms of technologies in supporting different aspects of CLIL. Findings revealed a positive interrelation of digital impact on language use and skills and social collaboration, interaction, and motivation. However, a lack of evidence was found regarding the correlation between using digital technologies and enhancing content knowledge in CLIL. This recommended further research delving into how digital use would assist both language and content teaching and learning so that students at higher educational institutes could effectively access the global world.

The following article discusses Content and Language Integrated Learning (CLIL) in European higher education, which has become popular in recent years due to the status of English as a foreign language. Firstly, the difference between CLIL and English Medium Instruction (EMI) is explained, then CLIL modules in higher education are presented. Furthermore, CLIL special pedagogy in higher education is described. The subsequent section is devoted to the benefits and challenges of CLIL in higher education as listed in the literature; finally, insight into research on language in the CLIL higher education context is addressed. The data presented in the article is based on an in-depth literature review and research conducted in higher education institutions in Europe. The findings show that even though CLIL has become a popular approach in higher education in recent years, adapting this concept has been a great challenge due to the very little preparation, proper methodological training and complex linguistic learning situations.

Content and Language Integrated Learning (CLIL) is a dual-focus approach, which involves the use of a foreign or non-native language to a country or a particular region as a tool for studying the content of a discipline. CLIL is considered the most appropriate for achieving language goals among the new experimental methods of teaching foreign languages that were launched by promoting linguistic diversity among citizens of the European Union in the 90s. Since 2005, CLIL has been used as a generic term for content and language-oriented methods. In the Republic of Kazakhstan, the development and support of multilingual education is carried out at the state level, the main vectors of which are aimed at the formation of linguistic diversity, language tolerance in a multi-ethnic space and integration in the world community. CLIL-technology also corresponds to these vectors. The article discusses the results of a questionnaire survey of participants in content and language integrated learning - students of biological educational programs of the pedagogical direction. The questionnaire was conducted in the form of a semi-formalized survey, consisting of socio-demographic and main blocks. The questionnaire was carried out using the Google Forms service, which later made it possible to collect respondents' answers, group them by parameters and demonstrate in a convenient form. Based on the respondents’ answers, the current state of implementation of content and language integrated learning based on biological educational programs of higher education was established, including the use of a foreign and native language, learning materials, as well as effective factors contributing to the teaching of disciplines using CLIL technology. The obtained data showed that when implementing content and language integrated learning, it is necessary to take into account the specifics and recommendations of all participants in this learning.

Content and Language Integrated Learning (CLIL) is a dynamic educational approach that holds the potential to enhance language proficiency, content knowledge acquisition, and academic achievement among students. By integrating language learning with subject content, CLIL provides students with immersive and meaningful learning experiences that facilitate communicative competence, critical thinking skills, and intercultural awareness. Discussions surrounding CLIL implementation have emphasized its potential to transform language education and promote multilingualism in diverse educational contexts. Key findings from research on CLIL suggest that participation in CLIL programs can lead to improvements in students' language proficiency across various linguistic skills, including listening, speaking, reading, and writing. Additionally, CLIL facilitates deeper comprehension and retention of subject matter by providing authentic contexts for learning and promoting interdisciplinary connections. Students participating in CLIL programs demonstrate comparable or even superior levels of content knowledge acquisition compared to those in traditional subject-based instruction, highlighting the effectiveness of CLIL in promoting academic success and critical thinking skills. However, the success of CLIL implementation hinges on various factors, including teacher preparation, institutional support, and resource allocation. Educators play a central role in the success of CLIL programs, requiring specialized training and ongoing professional development to effectively integrate language and content instruction. Institutional support is essential for creating conducive environments for CLIL implementation, while adequate resources are critical for optimizing learning experiences and addressing the diverse needs of learners.

This chapter explores Content and Language Integrated Learning (CLIL) pedagogy and teacher education (TE) in a context beyond Europe, especially focusing on the activities of the Japan CLIL Pedagogy Association (J-CLIL). It discusses CLIL pedagogy and TE first and then the issues in CLIL implementation, such as its definition, framework, teacher development, and teacher networks. J-CLIL primarily aims to support CLIL pedagogy in Japan, where primary and secondary school teachers have multiple roles at school and cannot always focus on teaching. The results of a questionnaire, which was conducted to see the current situations of CLIL pedagogy and TE, suggest that CLIL still does not have any stable status as an educational approach in the Japanese context. This chapter therefore proposes several ideas for CLIL teacher development: (1) the contextualized CLIL TE model, (2) the minimal requirements for CLIL teachers, and (3) the program design of CLIL TE in reference to task-based language teaching (TBLT). When starting CLIL TE, the role of J-CLIL will be a key platform to arrange and coordinate the programs. J-CLIL or CLIL teacher networks will play a significant role to help develop each CLIL teacher’s professional knowledge and skills for future CLIL pedagogy in the global context.

This paper describes the use of Content and Language Integrated Learning (CLIL) as a method of teaching to train character and conservation values in a higher education institution in Indonesia. Following the opening of international and bilingual classes in 2016, Semarang State University mandated the use of the English language as the language of classroom instruction in its bilingual classes. The use of English raised the questions of how to integrate character and conservation values that have been adopted by the university. In this paper, describe how to use and innovate CLIL method to teach the content in English, and integrate character and conservation values within the teaching practice. The research reveals that the use of CLIL facilitates not only higher order thinking skills and better English competence, but also moral development and character values formation. In this research, described five approaches: the development character-oriented CLIL, contextual switch code, text strategies, students-to-students interaction and ritual performance as a method of teaching. The weakness of CLIL in advanced reading essential in higher education processes can be overcome by the use of specific reading and writing strategies.This paper describes the use of Content and Language Integrated Learning (CLIL) as a method of teaching to train character and conservation values in a higher education institution in Indonesia. Following the opening of international and bilingual classes in 2016, Semarang State University mandated the use of the English language as the language of classroom instruction in its bilingual classes. The use of English raised the questions of how to integrate character and conservation values that have been adopted by the university. In this paper, describe how to use and innovate CLIL method to teach the content in English, and integrate character and conservation values within the teaching practice. The research reveals that the use of CLIL facilitates not only higher order thinking skills and better English competence, but also moral development and character values formation. In this research, described five approaches: the development character-oriented CLIL, contextual switch code, text strategies, stude...

Relevance. Modern higher education emphasizes not only professional training but also the integration of students into the global professional community through foreign language proficiency, which enhances skills and professional competence. Purpose. This research aims to assess the effectiveness of Content and Language Integrated Learning (CLIL) methodology in biological education programmes at higher education institutions in Kazakhstan. Methodology. A semi-formalized questionnaire survey was conducted across six educational institutions in Kazakhstan, comprising "closed" questions including open-ended list questions, single-choice questions using the Likert scale, and multiple-choice questions, totalling 16 questions. Results. The survey conducted across six educational institutions in Kazakhstan revealed that 85.5% of students perceive Content and Language Integrated Learning (CLIL) positively contributes to their English language acquisition within biological education programmes. This underscores CLIL's effectiveness in enhancing language skills alongside disciplinary knowledge. Despite varying English proficiency levels among participants, the study indicated strong student engagement with CLIL, demonstrating significant interest and active participation in the learning process. Conclusions. The study confirms CLIL's efficacy in enhancing English acquisition within Kazakhstan's biological education. With 85.5% of students noting its positive impact, CLIL shows promise as a key method for integrating language and disciplinary knowledge. Despite varying English levels, high student engagement underscores CLIL's effectiveness. Future steps should focus on formalizing CLIL across Kazakhstan, providing support for educators, and refining methodologies through ongoing research. Implementing CLIL prepares students for global contexts, enhancing educational outcomes and international competitiveness. Keywords: English; pedagogy; teaching methodology; linguistics

Content and Language Integrated Learning (CLIL) represents a progressive educational approach that intertwines language and subject content, thereby creating a dual-focused learning environment.This methodology has gained traction as an effective approach to enhancing language acquisition while simultaneously deepening subject knowledge.The article, entitled "Teaching English through Content", The article "Methodological Approaches to Content and Language Integrated Learning (CLIL)" explores the complex nature of this educational strategy, emphasising its capacity to transform traditional language teaching paradigms.The principal objective of CLIL is to cultivate an immersive learning environment where students interact with subject matter in the target language, thereby enhancing their linguistic abilities and subject comprehension simultaneously.This approach is particularly beneficial in the teaching of English, as it integrates language learning with a variety of disciplines, including science, mathematics, history and the arts.This makes the learning process more relevant and engaging for students.A significant feature of CLIL is its methodological diversity.The article delineates a number of pedagogical techniques that educators may utilise in order to implement CLIL in an efficacious manner.Such methods include task-based learning, project-based learning, and cooperative learning, each of which encourages active student participation and collaboration.By concentrating on meaningful communication and real-life applications, these strategies motivate students to utilise English in authentic contexts, thereby enhancing their fluency and confidence.The article discusses the importance of scaffolding in CLIL, which involves the provision of necessary support structures to facilitate learning.Such support may be provided in a number of ways, including the preteaching of vocabulary, the use of visual aids and the implementation of formative assessments to monitor progress.Scaffolding serves to prevent students from becoming overwhelmed by the dual challenge of learning new content and a new language simultaneously.

<p>This article examines the feasibility of introducing Content and Language Integrated Learning (CLIL) in the education system of Azerbaijan, and determining the most preferred target language for this matter. Azerbaijan is a country with traditions of multilingualism. There are certain challenges within the society in terms of ensuring communication among different linguistic groups, which necessitate examining appropriate language policy and acquisition solutions. CLIL, which enables individuals to learn more than two languages at relatively high level, seems to be a promising approach for overcoming the linguistic communication problems in Azerbaijan, and enabling to take socio-economic and cognitive advantages of multilingualism.</p><p>Whereas the question of feasibility of certain language acquisition approach in a specific country requires studying several dimensions such as public attitude, economic aspects and legal framework, the focus of the empirical research of this article is directed to learning the attitude to CLIL, which is a relatively under researched field. In the research part, it is sought to answer questions whether CLIL is supported among students in Azerbaijan, and which foreign language is preferred most. Moreover, it was sought to examine the relationship among the variables of gender, social class, existing language skills, as well as attitudes to CLIL and target language preference.</p><p>It was found that CLIL is supported by participants, and English is the most preferred foreign language. It indicates that multilingual societies like Azerbaijan are supportive of language acquisition choices that help preserve and develop multilingualism. Moreover, it was found that attitude to language acquisition method and the language itself differ due to income level and existing language skills.</p>

The study analyses the impact of web-based applications on the effectiveness of content and language-integrated learning (CLIL) in higher education in the context of globalisation and the growing role of multilingualism in the European Union. The study aimed to determine the impact of web-based applications on developing students' language competencies and their involvement in the learning process in CLIL. To achieve this goal, a systematic review of the scientific literature published in leading scientific databases from 2019 to 2024 was conducted. The study's results demonstrate that integrating web-based applications into the CLIL teaching process has a positive impact on students' language skills development and increases their motivation to learn. However, successfully implementing web technologies requires special training and adaptation to the learning environment. The study's findings emphasise the importance of further studying web applications' potential in the context of CLIL and developing effective strategies for integrating them into the educational process.