Content And Language Integrated Learning Programmes Research Articles

Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?

AbstractThis study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non‐CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (N = 184) and the non‐CLIL programme (N = 86) participated in this study. Data were collected through a young learners’ L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non‐CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non‐CLIL programme overall rated themselves higher in the Ought‐to L2 Self domain. When comparing L2 motivation levels between CLIL and non‐CLIL sub‐groups in different grades, we found that the non‐CLIL subsamples’ mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought‐to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth‐ and fifth‐grade cohorts exhibited a significantly higher level of motivation than their non‐CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners’ motivation towards L2 learning.

“Travelling to Greek Neighborhoods with English”: Design and Implementation of a CLIL Program at a Primary School

Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton – Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning- this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program -designed for 5th grade students of a Primary School in Northern Greece- was piloted for 5 months, giving them the opportunity to “travel to Greek neighborhoods” and enganging them in the subjects of geography, history and culture, using English, -with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students’ skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation.

Teacher Practices and Student Language Proficiency: Insights from CLIL Classrooms in China

This research provides a comprehensive exploration of Content and Language Integrated Learning (CLIL) in Chinese educational settings, with a specific focus on teacher practices and their impact on student language proficiency. The study investigates key aspects of CLIL implementation, teacher strategies, and student language outcomes. It offers insights into effective CLIL practices, professional development needs for educators, and policy considerations for policymakers. The findings contribute valuable knowledge to the discourse on bilingual and multilingual education, aiming to inform stakeholders for the successful integration of CLIL programs in diverse educational contexts.

Learning to plan for CLIL with the Reading to Learn approach. An experience in initial teacher training.

This article describes an innovational educational experience in initial teacher training for multilingual literacy, specifically within a Content and Language Integrated Learning (CLIL) approach. The experience was developed in response to the training needs of teachers in Madrid, Spain, a region where more than half of the primary schools are bilingual, with CLIL programmes, and where initial teacher education curricula devote few credits to language education and to CLIL. It is proposed that by working with the Reading to Learn (R2L) model, the preparation of student teachers to plan for bilingual literacy can be enhanced as they learn to provide scaffolding for developing reading comprehension and writing in academic school genres. A preliminary analysis of student teachers’ work suggests that results of the innovation led to the successful application of R2L in the development of teaching plans that fulfil the CLIL core principles and experts’ recommendations. Finally, some reflections are outlined concerning the relevance of these results for the current and future needs of primary school teachers in bi- and multilingual contexts

Physical Education and English learning: perceptions of students participating in a CLIL program

Content and Language Integrated Learning (CLIL) is an innovative approach that integrates language learning with content-based instruction in a variety of subjects including physical education and tactical learning of sport. This paper aims to explore the benefits of combining these two subjects in the classroom and how it can lead to a more dynamic and effective learning experience for students. A total of 32 students (22 males/10 females) with a mean age of 16.62 years (SD = 0.5) took part. Students completed weekly reflective entries in their personal diary. In addition, two focus groups were conducted with a total of 12 students each. Considering the nature of this research, the qualitative method was chosen to gather and analyze the data, using NVivo (version 12 QSR International). Three main themes emerged: 1) Visual material to improve language learning and comprehension, 2) Learning English during the practice of physical exercise and 3) Lack of Balance among the 4 Cs of CLIL. CLIL is an effective approach to integrating language learning with content-based instruction in physical education and tactical learning of sport. It is essential to implement some strategies to capture the attention of students while they are involved in the activities.

Effects of Content and Language Integrated Learning (CLIL) Training Program on Thai Pre-Service Teachers’ Knowledge of CLIL Approach, CLIL Material Design, and CLIL Teaching

The purpose of this study is to explore the effects of the Content and Language Integrated Learning (CLIL) training program on Thai pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching and their opinions toward the training program. A mix-method with a quasi-experimental study was employed in this research. The sample consisted of 14 pre-service Social Studies teachers from a university in Bangkok, Thailand. Data collection tools of the research included an achievement test, a questionnaire and an interview. A non-parametric statistical hypothesis test was used to assess quantitative data. Results revealed that the pre-service teachers’ knowledge of CLIL approach, CLIL material design and CLIL teaching improved with a statistically significant difference. The results also revealed that the pre-service teachers had favorable opinions toward the training program when it comes to training program, learning experiences, CLIL material design, and CLIL teaching. It was concluded that the CLIL training program could have a favorable effect on pre-service teachers. As a result, it was recommended that more CLIL programs be developed and provided to pre-service teachers.

CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups

In Content and Language Integrated Learning (CLIL) contexts, when students are prompted to express content in a second language, they are expected to draw on their knowledge of the topic at hand and use linguistic resources they have learnt implicitly or explicitly in the content and/or language class. In some CLIL programs, while some students study academic subjects like history in the L2, other students study fewer and more practical subjects such as art. This is the case with high-exposure (HE) and low-exposure (LE) groups, respectively, in the Madrid bilingual secondary school programs. Thus, HE students are expected to perform better in the expression of academic content in the L2, but it is not clear if this is also the case when prompted to write about a topic that is not part of their curriculum. In this study, we compare the texts written by groups of CLIL students with different degrees of exposure to English (HE and LE) in response to a prompt on the Women’s Movement (Feminism) eliciting Cognitive Discourse Functions, such as defining or evaluating, among others. The aim of the study was to compare how HE and LE students make specialist-knowledge claims and use their voices in this topic, which they have not been instructed in, across different CDFs. Results show differences both across groups (HE and LE) and across CDFs, showing an advantage for knowledge transfer in the HE group.

Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium

Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have reported more advantaged pupils’ profiles in these programmes compared to regular programmes. It is unclear from the literature however which pupils have access to CLIL programmes based on the choices made at the school level. In order to remedy this gap in the current literature, the present quantitative study analysed all 948 secondary schools in the Flemish Community of Belgium based on three main categories of predictors: home language, socio-economic status (SES) and school size. Resulting of a stepwise logistic regression analysis, only SES and school size appear to be strong predictors of the presence of an English CLIL programme. In a region where low-SES pupils have an average of three-year delay in development in comparison to their high-SES peers (Franck and Nicaise 2018), the identification (and transformation) of these kinds of selective mechanisms is crucial to reaching educational equity. We relate these mechanisms to some specific characteristics of CLIL in the Flemish Community of Belgium, which may also apply, to some extent, to other educational contexts in Europe.

Content and language integrated learning: enhancing language acquisition and content understanding

Content and Language Integrated Learning (CLIL) is an educational approach that integrates the teaching of content subjects with the learning of a foreign or second language. This article explores the concept of CLIL, its benefits, and provides evidence-based citations to support its effectiveness in language acquisition and content understanding. The benefits of CLIL include enhanced language acquisition, improved content understanding, increased motivation and engagement, and the development of cultural and intercultural competence. Research has shown that CLIL students demonstrate improved language proficiency in all language skills, including listening, speaking, reading, and writing. CLIL also facilitates a deeper understanding of academic content by allowing students to explore complex topics using authentic language. Furthermore, CLIL programs promote active learning and intrinsic motivation, as students perceive the relevance and utility of the language being learned. The integration of language learning with content subjects creates opportunities for cultural and intercultural competence development, as students are exposed to diverse perspectives and collaborate with individuals from different linguistic backgrounds. Multiple studies have provided evidence supporting the effectiveness of CLIL. Research has consistently shown that CLIL programs result in significant improvements in language proficiency, both in receptive and productive skills. Additionally, CLIL students have demonstrated higher levels of motivation and engagement compared to those in traditional language learning settings. The findings from these studies highlight the positive impact of CLIL on language acquisition and content understanding. As the demand for multilingual individuals continues to grow in our interconnected world, CLIL stands as a valuable educational approach that equips learners with language skills and subject knowledge simultaneously. This article serves as a comprehensive overview of CLIL, providing educators, researchers, and policymakers with insights into the benefits and evidence supporting the implementation of CLIL programs in educational settings.

The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations

ABSTRACT Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today’s academic environment. However, it is not yet clear how CLIL can be employed effectively in short-term educational contexts where full-term bilingual programmes are not feasible. We designed and assessed a one-day CLIL module for ninth graders at our university’s gene-technology lab. The assessment of our module with 252 grammar school students indicates that a CLIL module does not achieve the same learning success as an equivalent non-CLIL module. Even with additional language scaffolding material, full access to online dictionaries, and the availability of crucial workbook passages in their native language, CLIL students could not achieve the same short-term content learning success. We consequently argue that more attention should be paid to the inherent trade-off between language and content learning when carrying out short-term CLIL programmes. Moreover, we caution against using only content and language scaffolding to mediate this trade-off.

Implementation of CLIL Program in Islamic Affiliated Primary School: Teaching Assistants Project

English teaching at primary school needs some improvement, particularly in its giving exposure and contextualizing English content. Content and Language Integrated Learning (CLIL) approach can be an effective way to the success of English teaching at the primary school level. Thus, this community service aims at empowering SD Aisyiyah Kota Malang with teaching thematic lessons through CLIL concepts by infusing Islamic content. The strategies implemented were formulated in five stages: need analysis, professional development workshop to school teachers and teaching assistants, syllabus and material design, implementation, and evaluation. Results show that school teachers and teaching assistants were able to integrate CLIL approach observed from the syllabus and material design. Also, students were all enthusiastic and engaged during the classroom activities. This community service implies that teaching assistants can foster English learning engagement for primary school graders.

CLIL students’ production of cognitive discourse functions: comparing Finnish and Spanish contexts

This article presents findings from an empirical study in which we investigated Content and Language Integrated Learning (CLIL) students’ linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016)—Describe, Compare (Categorize), Report, Evaluate and Explore—in two different contexts. The participants were primary school students (grade 6) participating in CLIL programs in Finland and Spain. To allow comparison, two sets of data were obtained by asking the students to write in response to a similar prompt in the area of social science (History in the Spanish context and Geography in the Finnish context). We compared the frequency of the Cognitive Discourse Functions (CDFs) produced, and the fluency and complexity of students’ realizations of CDFs, using tools of Systemic Functional Linguistics. The results reveal similarities across contexts in the frequency and extension of some of the CDFs produced, and differences in terms of CDF complexity, measured in students’ use of clause complexes, Appraisal resources and complex nominal groups to express different CDFs.

Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia

The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10–11 years. Vocabulary learning was measured by means of ad hoc tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results indicate that CLIL instruction positively impacted children’s depth and breadth of content-specific vocabulary knowledge. More specifically, the children experienced a significant improvement both in their receptive and productive knowledge of word meaning and form with regard to content-specific lexis. Moreover, with regard to children’s productive vocabulary knowledge as elicited through a written content task, statistical improvement was found in terms of lexical diversity and sophistication, but not lexical density. We argue for the need to use input profiled assessment instruments to appraise L2 vocabulary gains 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.

Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review

This study provides a systematic literature review of research in the field of teaching and learning mathematics through Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and English Medium Instruction (EMI). The review aims to examine the most relevant literature with a focus on mathematics and CLIL, CBI, or EMI in Scopus and Web of Science per the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. Based on 151 sources, 52 papers were selected according to predefined selection criteria. The papers were analysed and coded according to the following categories: (1) geographical productivity, (2) diachronic productivity growth, (3) main objectives, (4) methodology, and research design, (5) variables and measurement instruments, (6) context and sample details, and (7) main findings. The results reveal that most of the research analysed has been carried out in the Asian continent, followed by Europe. The analysis of diachronic productivity shows that the study of the application of CLIL, CBI, and EMI programs in the teaching-learning process of mathematics has notably increased in recent years, especially in the last triennium (2020–2022). Regarding the objectives of the selected corpus, the majority aimed at teaching practices and learning processes, and outcomes in mathematics and language proficiency in CLIL, CBI, and/or EMI classrooms. The corpus analysed fits within one or more of the following categories: empirical, qualitative, descriptive, correlational, and cross-sectional. The samples utilized in different studies differ significantly, both in terms of quantity –ranging from one person to 700– and in the educational level being studied, which would be primary, secondary, or tertiary education. The main variables studied in the corpus focus on mathematical competence, language proficiency, teaching practices, teacher training, science competence, and teachers’ perceptions. The most widely used instruments have been objective tests, such as questionnaires, together with standardized tests to measure some aspects related to mathematical competence and language proficiency. They are followed by an analysis of documents (academic records, teaching materials, official documents...), participant or non-participant observation, interviews, and video and audio recordings. In summary, in the scientific literature analysed, a positive or neutral view predominates on the effects of the CLIL, CBI, and EMI approaches on the learning of mathematics and the L2. This can be due to methodological issues fundamentally related to the methodology, research design, sample, and measurement instruments. Thus, we must highlight that some of the results from the selected papers must be interpreted with caution. Taking this factor into consideration, further comparative studies on a wider scale are required to examine thoroughly the effects of CLIL, CBI, and EMI on the teaching and learning of mathematics in an L2. Besides, it is important to study in greater depth the different levels of language acquisition since the research analysed shows that these have not been sufficiently addressed in the mathematical field of knowledge.

(In)equity in CLIL programs?

AbstractThis study explores issues of potential (in)equity in Content and Language Integrated Learning (CLIL) programs in bilingual secondary schools in the Madrid region (Spain). Based on their general L2 proficiency, students in grades 7 to 10 are streamed into either High Exposure (HE) or Low Exposure (LE) strands, with different degrees of exposure to CLIL. Although this system ensures that all students in a bilingual secondary school receive CLIL to a certain degree, recent voices have signaled the potential risk of fostering inequality among students by streaming within the program (Fernández-Agüero & Hidalgo-McCabe, 2020;Hidalgo-McCabe, 2020). In this study, we explore classroom interactional practices by one science teacher teaching the same content in both groups (grade 7 HE and LE strands), and the effect of such interactional practices on enhancing (or not) students’ higher order thinking skills and the expression of academic content in the L2 or L1. For the analysis, we developed a multi-layered analytical model which incorporates the construct of cognitive discourse functions (CDFs) (Dalton-Puffer, 2013) and the semantic dimension of Legitimation Code Theory (LCT) (Maton, 2013,2020). We find significant differences across the two groups in the use of CDFs and ‘semantic codes’ for knowledge construction and meaning making. More specifically, the results show a more frequent use of the CDFevaluateand a higher rate of semantic density (abstractions) in classroom discourse in the HE strand.

Translanguaging and Trans-Semiotizing for Critical Integration of Content and Language in Plurilingual Educational Settings

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in meaning-making practices and critically re-examine the construct of language in CLIL. This approach responds to recent calls for more critical approaches to CLIL in order to challenge ‘English-only’/target-language-only pedagogies, ‘native-(English-)speakerism’, and unequal power relations between content and language teachers in many CLIL programs. Implications of this approach to CLIL classrooms in diverse settings are also discussed.

Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes

ABSTRACT 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.

THE CULTURAL AND LINGUISTIC DIMENSIONS OF METAPHORS IN BILINGUAL TEACHER EDUCATION

In Europe, the number of early bilingual/multilingual or CLIL (Content and Language Integrated Learning) programmes is increasing. They offer ideal circumstances for learners of various linguistic and cultural backgrounds, foreigners and native speakers alike. Awakening to languages, building positive attitudes toward other nations and developing openness, tolerance, and intercultural awareness can occur naturally in the early years when professional support and conditions are provided. Teachers working in bilingual or plurilingual educational contexts need a wide range of unique competencies. ELTE University, Faculty of Primary and Pre-school Education is one of the few institutions in Hungary providing early pre-service bilingual teacher training at a BA level since 2006. The article presents ELTE TÓK’s student teachers’ beliefs by investigating their metaphors of the effective CLIL practitioner, emphasising those with a linguistic and cultural dimension. Their metaphors prove that future teachers have adequate personal and professional competencies to support young learners’ plurilingual and multicultural development in the future.

Pedagogical translanguaging in Content and Language Integrated Learning

Translanguaging has its origin in Welsh bilingual education and it refers to a pedagogical practice which alternates the languages of the input and the output in the same lesson. Pedagogical translanguaging is closely related to the original approach to translanguaging but goes beyond the practice of language alternation. Pedagogical translanguaging is learner-centred and endorses the development of all the languages used by learners. It fosters the development of metalinguistic awareness and goes against the tradition of language separation in school settings by softening boundaries between languages when learning languages and content. This article discusses the challenge of using pedagogical translanguaging in Content and Language Integrated Learning (CLIL). CLIL programmes are more demanding than regular programmes because content is taught through the medium of a second or additional language. The language used in content subjects is in many cases substantially different and more complex than the language used in language classes. Pedagogical translanguaging can support students in CLIL programmes when working with new concepts and academic uses of the language, and can be adapted to synchronous and asynchronous online learning.