Content And Language Integrated Learning Contexts Research Articles

Translanguaging in a French-medium CLIL course: An action research on a novice teacher’s course preparation

While translanguaging has been regarded as an appropriate approach to addressing the challenges that teachers and learners experience in content and language integrated learning (CLIL) classrooms, few studies have discussed translanguaging practices in the preparation of content for third language integrated learning courses. This study aims to explore teachers’ translanguaging practices when preparing CLIL courses through the medium of languages other than English (LOTEs) in a Chinese tertiary education institution. To address the research objective, we collected data including one novice CLIL teacher’s course planning and design documents, teaching materials and other reference materials, along with reflective reports written by the teacher. Through a frequency analysis and a thematic analysis of the data, this research not only documented the dynamic flow of translanguaging practices during CLIL course preparation, but also identified multiple functions served by different languages in the CLIL context. These findings have the potential to inform LOTE teachers involved in CLIL classrooms about different translanguaging pedagogies, and enrich the theoretical framework of translanguaging. FUNDING INFORMATION. This paper was supported by Program for Innovative Research Team of Shanghai University of Finance and Economics (IRTSHUFE) under Grant [2020110925] and by [the Fundamental Research Funds for the Central Universities, SUFE] under Grant [2020110892].

A systematic review of research on translanguaging in EMI and CLIL classrooms

ABSTRACT The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A search of five databases identified 103 publications on translanguging in EMI/CLIL contexts, published from April 2015 to May 2022. Among them, 66 were peer-reviewed journal articles, with research conducted in EMI/CLIL classrooms across various subject disciplines. In-depth analysis identifies five major research foci, including translanguaging practices in pedagogy, translanguaging practices and language ideology, translanguaging practices in teacher-student and/or peer interactions, and the effect of translanguaging practices on language and content learning. The review suggests a need of conducting more empirical research on translangugaing-oriented assessment in EMI/CLIL, the lack of which may lead to unsustainability of the discussions on the issues related to equity, repertoire and creativity in translanguaging pedagogy. Furthermore, more research is needed to explore translanguaging practices in EMI/CLIL with the affordance and constraint of digital practices, considering the increasing integration of digital technologies in learning and teaching. The implications of the findings for methodology, research directions, and pedagogy are discussed.

Pedagogical implications of translingual practices for content and language integrated learning

Abstract This case study explores the pedagogical implications of translingual practices for Content and Language Integrated Learning (CLIL). The case study examines how a multilingual undergraduate student at a Sino-U.S. joint-venture university in China employs translingual practices to understand, deepen, and broaden her understanding of research content and improve her academic writing with different language resources. Specifically, this study investigated how translingual practices were used and perceived to improve content development and language learning in a CLIL context and discussed how translingual practices could be implemented for CLIL. The results show that translingual practices facilitated content learning by allowing the student to use her full linguistic repertoire and helped her scaffold the understanding of new concepts and vocabulary. In addition, translingual practices enhanced the student’s language learning by exposing her to different linguistic structures, conventions, and vocabulary, and promoting a more inclusive and equitable learning environment. These findings suggest that incorporating translingual practices into educational settings, particularly in CLIL contexts, can lead to more effective and equitable learning outcomes for multilingual students.

Assessing the content quality of essays in content and language integrated learning: Exploring the construct from subject specialists’ perspectives

Assessing the content of learners’ compositions is a common practice in second language (L2) writing assessment. However, the construct definition of content in L2 writing assessment potentially underrepresents the target competence in content and language integrated learning (CLIL), which aims to foster not only L2 proficiency but also critical thinking skills and subject knowledge. This study aims to conceptualize the construct of content in CLIL by exploring subject specialists’ perspectives on essays’ content quality in a CLIL context. Eleven researchers of English as a lingua franca (ELF) rated the content quality of research-based argumentative essays on ELF submitted in a CLIL course and produced think-aloud protocols. This study explored some essay features that have not been considered relevant in language assessment but are essential in the CLIL context, including the accuracy of the content, presence and quality of research, and presence of elements required in academic essays. Furthermore, the findings of this study confirmed that the components of content often addressed in language assessment (e.g., elaboration and logicality) are pertinent to writing assessment in CLIL. The manner in which subject specialists construe the content quality of essays on their specialized discipline can deepen the current understanding of content in CLIL.

Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

AbstractThis study investigates Mandarin Chinese learners’ motivation in a Content and Language Integrated Learning (CLIL) program in a British secondary school from the perspective of learning environment, learner engagement, and learner identities. Fifteen pupils who are learning Chinese as a foreign language (CFL) have been interviewed individually or in a focus group. The results indicate that the context of L2 learning and pupils’ learning experience contribute to their sustained motivation. More specifically, the nature of the CLIL subjects, teachers and their teaching methods, peers, tasks, and examinations all play an important role in motivating or demotivating students. Pedagogical implications have been discussed with suggestions for maintaining students’ motivation in CLIL programs. This article fills the gap in the field of motivational study by bridging the learning of CFL and the CLIL context.

Developing cooperative learning in a content and language integrated learning context to enhance elementary school students' digital storytelling performance, English speaking proficiency, and financial knowledge

AbstractBackground StudyEnglish education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real‐life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real‐life stories and recording them in English.ObjectivesThe present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge.MethodsThe participants were 43 sixth‐grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9‐week course. All the participants took financial knowledge and English‐speaking proficiency pre‐tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English‐speaking skills.Results and ConclusionsThe results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.

Online Learning during the Pandemic: A Qualitative Investigation of L2 CLIL Students Perceptions and Learning Challenges in China

Since the outbreak of COVID-19 in 2019, online-based learning has become a prevailing trend for studying subject matters globally. Additionally, there is an increasing number of international schools teaching CLIL courses to domestic students and many of them are conducting classes online during the pandemic in China. Although the Content and Language Integrated Learning (CLIL) approach has been widely researched in European countries [1], there hardly exists investigations of distance learning within the CLIL context in Asia, especially in China. Therefore, to fill the gap, this qualitative study investigates Chinese EFL students' differential perceptions, learning process, and learning challenges towards offline and online CLIL classes. Six participants (four females and two males), who are L2 learners of English of similar ages (from 17 to 19) studying the same curriculum from one international high school in China, participated in semi-structured interviews (each lasting for an hour) to retrospectively reflect upon their learning experiences in online and offline classes. The current study used the thematic approach to perform content analysis on the interview data, in terms of class course delivery, interaction, workload, and flexibility. The findings indicated that the online learning environment adopted more flexible schedules, which gave students more opportunities to search questions online immediately in class and self-initiated review after class. Nevertheless, students were more motivated in offline classes as they had more interactions with teachers and classmates and did not experience distractive technical issues in class. In addition to the new language challenges in online classes, lack of oral practice was the primary obstacle for students to improve their English proficiency and understand the content knowledge. The findings could provide CLIL educators with a deeper understanding of students' online learning attitudes and experiences so that they can better plan classes and prepare students to conquer potential learning challenges.

Enhancing social science learning with augmented reality for primary students in a CLIL context

Learning content through a second language is a challenging task for both students and teachers. Previous research has shown that information and communication technologies (ICT) such as Augmented Reality (AR) can facilitate content learning. This study aims to evaluate the effectiveness of using Augmented Reality (AR) technology in teaching Social Science in a Content and Language Integrated Learning (CLIL) context for primary education students. The study was conducted with sixth-year primary students in a state-subsidized school in Bizkaia, Spain. Several sessions using AR to work on content about economic sectors have been implemented. Additionally, some questionnaires based on previous experiences have been designed to gather data on students' current use of technology along with students’ and teachers’ opinions on using AR as a teaching tool after the sessions. Results showed a positive impact on student learning outcomes since after the brief AR intervention students improved significantly in most of the activities and, particularly, in vocabulary-related and content comprehension activities. Both students and teachers expressed favourable opinions towards using AR in the classroom.

FOCUSING ON COMPETENCE AS A STRATEGY TO TEACH ESP IN CONTENT AND LANGUAGE INTEGRATED LEARNING CONTEXTS

The increasing spread of bilingual programs in Spanish Universities has had to face multiple worries and uncertainties over the success of Content and Language Integrated Learning (CLIL) and English-medium instruction (EMI) plans (Pavón, 2018). One of these concerns addresses the question of whether content or language should prevail in CLIL teaching. Content teachers worry about giving more importance to language than to the content they need to teach, fearing they will not be able to cope with all the compulsory content during their lectures (Doiz, Lasagabaster Pavón, 2020). CLIL developers have had to fight against the pessimistic opinions towards CLIL and its implementation in Higher Education (Cañado, 2020). The present paper aims to meet the need to move towards competence development in CLIL teaching. Approaching language and content teaching through a competence-focused perspective will help us tackle interdisciplinary as well as sustainable development goals through CLIL. A survey conducted on students of Business English courses within CLIL and Non-CLIL contexts will help us envisage the usefulness of adding non-linguistic skill development to English for Specific Purposes of teaching as a way to bridge the gap between language and content.

¿Influye el análisis de vídeo en la posición de los maestros en formación en contextos AICLE?

Positioning theory helps to understand pre-service teachers’ performance and their professional identity. In the Content and Language Integrated Learning (CLIL) approach, studying teachers’ praxis from the positioning theory is relevant as integrating language and content is problematic for both in-service and pre-service teachers. Moreover, positioning theory could help teachers understand their teaching position. Video technology, as a valuable tool for teacher training, facilitates teachers’ analysis of their own teaching praxis and more importantly, it can help develop teaching awareness. However, scarce literature is found on how video-analysis from the positioning theory may benefit teachers in CLIL contexts. The objective of this paper is to analyse the influence of self video-analysis on pre-service teachers’ positions within CLIL settings. To conduct this research, pre-service teachers recorded and analysed a simulated CLIL lesson. Interviews were designed and administered to know the influence of video on participating teachers’ positions. Video supported pre-service teachers noticing their praxis and the meaning of CLIL while operating changes on their positions. Knowing the evolution of pre-service teachers’ positioning may contribute to, on the one hand, understanding professional identity and, on the other hand, to implement video-technology actions in pre-service programmes to support pre-service teachers’ noticing.

The effect of CLIL context on the primary education EFL receptive and productive lexical growth

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual schools in Tehran, Iran, were selected. The experimental group included 50 students, while the control group included 60 students. Receptive and productive vocabulary sizes of three grades from both environments were compared using the Vocabulary Levels Test (VLT) and the Productive Vocabulary Levels Test (PVLT). The results indicated that learners’ receptive and productive vocabulary sizes in both CLIL and non-CLIL groups are below 1,000 words, according to the results of the 2k VLT and 2k PVLT tests. In addition, both CLIL and non-CLIL groups showed a gradual increase in their receptive and productive vocabulary growth from third grade to fourth and fifth grades. Finally, across all three grades, the CLIL group showed a higher increase in their receptive and productive vocabulary growth than the non-CLIL group. The results of the study have implications for bilingual schools, language institutes, and language teachers and learners.

Translanguaging… or trans-foreign-languaging?

Abstract Amidst the demand for multilingual pedagogies that advocate the use of the first language (L1) in Content and Language Integrated Learning (CLIL), this article first investigates the concept of translanguaging as a possible panacea. Translanguaging mainly refers to natural multilingual practices of speakers with multicompetences beyond their dominant language. However, doubts need to be expressed as to whether students without adequate language resources in the foreign language (FL) (henceforth referred to also as L2 intercheangeably) can fully enjoy all the benefits of translanguaging. Thus, the concept of translanguaging was adapted into trans-foreign-languaging (Trans-FL), making its distinctness available for CLIL. During an interventionalist study carried out in a 10th grade CLIL Politics & Economics classroom, where the students’ L2 is English and German, the official school language, is L1, three different models of Trans-FL were designed together with the students as main stakeholders, using triangulated data. The genesis of the three models was reconstructed as thick description in the Appendix, elucidating different intensities of dynamic bilingualism within a natural classroom ecology. Finally, the models were incorporated into one single and comprehensive CLIL teaching model for an affordance-based and differentiated approach that recognizes the needs of various student types. The result is a tangible pedagogy that integrates L1 use into various CLIL contexts as a norm.

A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students’ second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students’ development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups ( n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group’s L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language.

Exploring content and language co-construction in CLIL with semantic waves

ABSTRACT 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.

Vocabulary development in a CLIL context: A comparison between French and English L2

Content and language integrated learning (CLIL) has expanded in Europe, favored by the large body of research, often showing positive effects of CLIL on L2 development. However, critical voices have recently questioned whether these positive findings apply to any language, given that most research focuses on English. Taking into account this concern, the present study investigated the (productive and receptive) vocabulary development in L2 English and L2 French of the same group of learners within a CLIL context. The aim was not to evaluate the benefits of CLIL over non-CLIL, but, instead, to examine whether vocabulary gains in CLIL learning are language-dependent. More specifically, this study included 75 Flemish eight-grade pupils who had CLIL lessons in both English and French. The results show that although the pupils have a larger English vocabulary, the level of improvement (from pretest to posttest) is not different across the languages. The findings indicate that within CLIL vocabulary knowledge also develops in languages other than English.

Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts

A fundamental influence on content and language integrated learning (CLIL) is how aware educators are of how language is used (educator as User), how language works as a system (educator as Analyst), and how language is taught (educator as Teacher); these three combined comprise a construct referred to as Teacher Language Awareness (TLA; [3, 4, 15]). The current study extends TLA to include socio-historical factors and multilingualism via Critical Multilingual Awareness (CMLA; [21]). Using CMLA as a theoretical framework, the study explores the ways in which CLIL educators (N = 53) in a US public school dual language immersion program responded when prompted to analyze student utterances and in what ways language ideologies emerged in the same CLIL educators’ responses. A survey was implemented to collect educator responses, and qualitative data were analyzed via constant comparative coding and thematic analysis [48]. Findings indicate a range of educator responses with regard to CMLA, as well as articulated trends that reveal ideologies of language standardization and prioritization of varieties that could be considered more “academic” in nature. Implications include a potential need for increased CMLA awareness in CLIL contexts and further investigation into the connections between articulated ideologies and educator practices.

Remedying Foreign Language Anxiety through CLIL? A mixed-methods study with pupils, teachers and parents

<div data-canvas-width="30.450735457166097">Foreign Language Anxiety (FLA) is an important challenge for language learning. In Content and Language Integrated Learning (CLIL), subjects are taught in a language that is not the learners’ mother tongue; a context that could reduce FLA. This study analyzes whether CLIL can positively influence FLA and which characteristics determine its presence in a CLIL context. Data were collected from 225 pupils, their parents and teachers in Flemish-speaking Belgium. Quantitative and qualitative methods were applied, with pre- and post-measurement. Results indicate that CLIL can indeed positively influence FLA. Pupils experienced growth in their self-confidence to use the foreign language. Their teachers observed more active participation, especially from more silent and less proficient pupils. The parents also noticed an increase in communicative attitudes. We found eight variables to have an influence. The foreign language used in CLIL appeared to have the most important influence besides the pupils’ interest in language learning and their personality traits, extraversion and agreeableness</div><div> </div>

Measuring the impact of CLIL on language skills: a CEFR-based approach for higher education

Author/s
 Antonio José Jiménez-MuñozUniversidad de Oviedo, Spain
 
 ABSTRACT
 Advocates of CLIL (Content and Language Integrated Learning) have extolled the virtues of this approach to fostering both content and language alike. However, the generalised and varied implementation of EMI (English as a Medium of Instruction) in universities worldwide has led many lecturers to question these claims. This paper presents a CEFR (Common European Framework)-based model for measuring the impact of EMI at the tertiary level, the aim being to provide further evidence of the progress made in language-learning in modules taught in a foreign language. Using questionnaires based on the revised and refined CEFR descriptors from EAQUALS (Evaluation and Accreditation of Quality in Language Services), students answer an initial self-assessment survey about their background and language skills, which is controlled by a final questionnaire targeting their perceived progress throughout their instruction. Designed from the ground up with the CEFR as a backdrop, this method can be easily tallied with objective assessment to uncover data about students’ linguistic performance in CLIL contexts.

A literacy approach to language teaching: a proposal for FL teaching in CLIL contexts

Content and Language Integrated Learning (CLIL) is becoming more and more widespread at all educational levels. Learners in this kind of approach show a different attitude as well as different needs towards the foreign language. The present article suggests that these changed needs and attitudes can be met by shifting the focus of foreign language teaching to literacy development. A model of how language teaching with a focus on literacy development could be organised is provided, and an example of a literacy unit is given. The model is both wide enough to allow for teachers to adapt it to their teaching style and understanding of what is important in language teaching, and clear enough to illustrate what is meant by a focus on literacy development in the context of foreign language teaching.

Innovations and Challenges in Using Online Communication Technologies in CLIL

In content and language integrated learning (CLIL) contexts, online communication technologies have great potential for supporting the development of students’ foreign language skills and intercultural competence, and for increasing understanding of subject matter. One effective way of engaging CLIL students in motivating and innovative online learning is virtual exchange, or telecollaboration. Virtual exchange involves engaging students in online task-based interaction and collaborative exchange projects with partner-classes in other locations under the guidance of their teachers. This article explores in what ways virtual exchange can contribute to CLIL approaches and presents various examples from the literature of how this approach to online learning has been applied in CLIL contexts. Following that, some guidelines for good practice are presented which educators can consider when planning to introduce virtual exchange into their bilingual classrooms.