Content And Language Integrated Learning Research Articles

Lesson study in Content and Language Integrated Learning: making young case pupils’ learning visible through English alongside translanguaging and trans-semiotising

PurposeThe paper reports how lesson study helped to make the learning of students with limited English competencies visible in Content and Language Integrated Learning (CLIL).Design/methodology/approachThe two lesson study cycles took place in a Swiss primary school with a focus on three case pupils each with heterogeneous attainment levels in English. The research group observed how the case pupils coped with learning English integrated with art, crafts, and sports in four research lessons. Following a case study methodology, the research focussed on how the case pupils used their limited English language competencies complemented with multilingual and multimodal means to make their learning visible.FindingsThanks to the close observations of students’ learning and the detailed analysis thereof as a cooperative effort of the research group, the lesson study revealed that the case pupils used varied means to express their learning partly depending on their levels of English.Research limitations/implicationsThis small-scale case study only describes data collected from four research lessons based on a total of 12 case pupils.Originality/valueCommonly during lesson study, the students’ learning is captured through the verbal language they use. But if the research lesson takes place in a foreign language setting in which students’ language competencies are limited in expressing their learning, other languages and modes of communication must be considered. To date, there are few papers on how lesson study helps to explore learners’ use of so-called translanguaging and trans-semiotising.

THE USE OF THE CLIL METHOD IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES

Learning a foreign language in the modern world is an undeniably important component of training specialists in various branches of the economy. A specialist who speaks a foreign language should also know professional terminology in both languages for more efficient work. Thus, there is a need to learn a foreign language in the relevant professional field. Scientists have studied this problem and have developed and implemented a new method in foreign language learning ‒ CLIL (Content and Language Integrated Learning). The purpose of the research is to determine the concept and effectiveness of the CLIL method in forming the professional foreign language communicative competence of students of higher education institutions. The article defines CLIL based on research by many scientists. On this basis, a proper definition of this concept is proposed. It has been demonstrated that CLIL is a harmonious combination of teaching a foreign language and a professional subject by a teacher of a foreign language or a professional subject. It is shown that in order to use the CLIL method in a non-linguistic university, teachers must meet two essential criteria: knowledge of a foreign language at a level suitable for teaching and knowledge of a professional subject at the appropriate level for teaching. Preparation for implementing the CLIL method in HEIs is a very complex and time-consuming process. The importance of understanding the concept and working principles of this method by the teacher himself should be emphasized, as well as what needs to be done for this. In addition, cooperation between the teacher of a foreign language and a professional subject is essential. An experimental study was also conducted to determine the feedback of students regarding the use of the CLIL method in the process of learning a foreign language. The survey showed that all students were satisfied with the CLIL teaching method. The surveyed students emphasized the effectiveness of duplicating topics from professional subjects and a foreign language using the CLIL method and increasing motivation to study.

‘My English seems not enough’: moving from language deficit views to Kazakhstani CLIL (content and language integrated learning) teachers’ funds of knowledge

ABSTRACT Our paper critiques the native speaker fallacy underpinning state-mandated policies requiring teachers who speak languages other than English to use it as the medium of instruction. Using a centre-based Funds of Knowledge (FoK) lens, we examine how Kazakhstani biology teachers navigate Content and Language Integrated Learning (CLIL) through English Medium Instruction (EMI). A qualitative analysis of teacher reflections, observations, narratives, and focus groups revealed their hybrid epistemic stance discernible in their shift between knowledge transmission and knowledge construction and their flexible linguistic stance when leveraging their students’ Russian and Kazakh linguistic repertoires to contribute to science understanding and learning in EMI. In highlighting CLIL as a travelling policy, our results revealed the complexities of integrating Western educational models into a post-Soviet system, challenging the theory-practice divide, because a centre-based FoK lens redirected our focus from Western standards to the recognition of teachers’ professional identities and EMI pedagogies as both contextually relevant and locally grounded. Hence, our results call for more inclusive and social justice theoretical lenses to bridge and engage with the pedagogical nexus when different linguistic, cultural and epistemological ways of being merge.

Nexus from Practical Kitchen to Work: CLIL

Content and Language Integrated Learning (CLIL) is an innovative educational approach integrating subject matter instruction with language learning objectives. Originating in Europe during the mid-1990s, CLIL has gained prominence for its dual-focused educational model, emphasizing content mastery and language proficiency. This paper explores the foundational principles of CLIL, encapsulated in the 4Cs framework: Content, Communication, Cognition, and Culture. It highlights the multifaceted benefits of CLIL, including enhanced language skills, improved cognitive abilities, heightened cultural awareness, and increased student engagement. A significant focus of this paper is the application of CLIL in vocational education especially in the gastronomy and the culinary arts programs. Given the globalized nature of today’s workforce, proficiency in English is crucial for vocational students across fields such as tourism and hospitality. By integrating English language instruction with vocational training, CLIL improves language skills and aligns educational outcomes with industry requirements, thereby enhancing employability. This paper demonstrates the effectiveness of CLIL in real-world settings, underscoring its potential to revolutionize vocational education. By preparing students with the dual competencies of vocational expertise and language proficiency, CLIL equips them for successful careers in an interconnected world.

FROM EFL TO EMI: A CASE OF THAI INTERNATIONAL STUDENTS’ L2 LEARNING MOTIVATION AND ENGAGEMENT IN CHINA

This study aims to explore Thai international students’ attitudes towards teaching approaches maximizing their second language (L2) learning motivation and engagement and the motivating and demotivating factors influencing their L2 learning experiences during the transition from EFL to EMI contexts. The participants, selected by the purposive sampling method, were five senior Business English major undergraduates in southern Thailand who were enrolled as international students in a Chinese multilingual university for two semesters. Semi-structured interviews were employed, and qualitative data was inductively analyzed using thematic analysis. The findings indicated that all participants felt motivated and engaged to take the English for International Business and Trade course within the field of Content and Language Integrated Learning (CLIL) in the EMI Business Program. They tended to sustain their intended effort to complete communicative-based tasks and term projects related to their future professional goals, acquire specialized business knowledge, and develop digital literacy skills. Despite experiencing fluctuating motivation and transitional challenges, they reported their native-speaker teacher helped them reduce their constraints regarding English language use by editing their writing tasks and presentation scripts. Furthermore, they developed their English language proficiency, L2 self-confidence, and intercultural competence. These findings illuminate several factors influencing the student sojourners’ L2 learning motivation and engagement in EMI settings. The study sheds light on the pedagogical implications of implementing practical courses and developing the instructional quality of the curriculum in internationalized higher education institutions.

A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings

Second language speech perception and production remain an enduring concern in second language acquisition, as research evidence seems to suggest that there is not a straightforward correspondence between these two speech domains and that their interrelationship seems to be of a complex nature. The present proposal intends to contribute to the inspection of such a relationship by observing the development of perception and production skills of English codas longitudinally in a group of secondary school learners in Spain involved in a content and language integrated learning (CLIL) program, which increases exposure and production opportunities. Results point to a slight overall improvement of both sound perception and production skills during a two-year period, the coda sounds exhibiting variable realizations. Many coda sounds were found to be identified and produced at near/ceiling levels while other codas remained at less successful identification and production levels even after two years of CLIL exposure. The correlation analyses performed indicated that the two dimensions tended to correlate when the development for each coda sound was inspected. No correlations were found when students’ individual overall performance in each dimension were examined, attesting individual differences.

A review of a decade of scaffolding practices for learning in CLIL science classrooms

Abstract This systematic review examines scaffolding practices in science instruction within Content and Language Integrated Learning (CLIL) environments, where English as a foreign language is the medium of instruction (L2). Adopting PRISMA guidelines, 1,052 records were identified, of which 19 were eligible for inclusion. Our analysis shows the essentiality of rediscursification (modifying instructional discourse) and transsemiotization (combining semiotic resources to enhance the message). It also shows variability in the discourse around translanguaging (the fluid use of languages) across contexts, and that preferences for scaffolding practices are shaped by cultural dispositions. The majority of the studies were non-experimental and focused on vocabulary, with only a minority applying heuristics designed for integrating content and language. We raise the question whether some multimodal resources and students’ first languages truly promote science literacy in CLIL. Finally, we provide research-based implications for science CLIL teachers and trainers to support deeper learning in the L2 science classroom.

METODA CLIL S VYUZITIM AKTIVIZUJUCICH VYUCOVACICH METOD NA HODINACH BIOLOGIE

The preliminary research explores the implementation of the CLIL (Content and Language Integrated Learning) method in seventh-grade Biology classes at two primary schools, employing activating teaching methods. This paper comprehensively describes the CLIL method, including its historical background, various forms, types, and objectives. We analyze the advantages and disadvantages of CLIL, along with clarifying the role of the Biology teacher within this pedagogical framework. The study involves preliminary research conducted in two different elementary school classes: one without a specific language focus and one where students have a higher language proficiency. The main objective of the study was to determine changes in student attitudes following the implementation of the CLIL method. Through data analysis in action research, pre- and post-questionnaire, the study aims to identify any shifts in student attitudes after lessons conducted using the CLIL approach with activating teaching methods. Additionally, the research includes an analysis and evaluation of student preferences regarding the instructional methods used and the challenges faced by educators in implementing this method.

Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness

Morton’s language knowledge for content teaching (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers’ knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on epistemology. We further propose an expanded construct that builds on LKCT and includes content knowledge for language teaching (CKLT). To address these gaps, focusing on two teachers in a Japanese context, we report on a study whose goal was developing English teachers’ (n = 24) in Japanese schools knowledge base, TLA, and practices in an intervention informed by dialectical materialism. The instructor created conditions for teachers to co-construct knowledge by introducing theoretical concepts, which he invited the participants to use as a lens to understand their practices, while using their practices to build an understanding of these concepts. To trace the teachers’ development, we analysed their interviews and forum interactions. We illustrate how dialectical materialist epistemology allows for simultaneously uncovering and provoking teacher development, focusing on a transformation of TLA towards the role of language as a meaning-making tool as teachers began to embrace CKLT.

TEACHING ENGLISH THROUGH CONTENT: METHODOLOGICAL APPROACHES TO CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

TEACHING ENGLISH THROUGH CONTENT: METHODOLOGICAL APPROACHES TO CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

Students’ self-regulatory processes in content and language integrated learning: a vignette-based microanalytic study

ABSTRACT Despite the global adoption of Content and Language Integrated Learning (CLIL) and extensive research on the effectiveness (product-oriented) and classroom interactions (process-oriented) of CLIL, existing studies have overlooked the motivational beliefs and metacognitive strategies of CLIL students. Hence, there is a need for a participant-oriented approach to better understand students’ perspectives and enhance CLIL’s success. Drawing on the social cognitive model of self-regulated learning (SRL), this study aimed to explore how students plan, monitor, and evaluate their learning in CLIL contexts by employing a novel vignette-based microanalytic assessment approach to empirically capture students’ SRL processes. Participants were 108 junior secondary school students from three schools in Hong Kong. Data were analysed using structuring qualitative content analysis. Findings revealed that students employed diverse strategies to manage the demands of language and content learning, with variations in self-efficacy beliefs influencing their approaches. Furthermore, some learners faced challenges in maintaining effective self-regulation. This study argues that improving self-regulatory processes and enhancing CLIL’s success requires prioritising assessment, considering the state of ‘others’, and fostering deeper learning beyond CLIL. This study contributes to the empirical, methodological, and pedagogical understanding of students’ SRL in CLIL settings and informs future research on student-focused aspects in CLIL.

Exploring emotions in language learning: Learners’ self-awareness, personal growth, and transformation on a CLIL course

Emotions in language learning are increasingly recognized as playing an important role in learner motivation and flourishing in the learning process. In consequence, much of the research published to date has focused on what happens when different emotions are experienced and the various states that these may lead to. However, studies that consider how language learners understand the importance of emotions in the context of their learning efforts as well as examine ways this understanding is experienced from the perspective of a language learner are scarce in the literature. To address this gap, the present study investigates how Japanese university language learners experienced a content and language integrated learning (CLIL) course specially designed to explore emotions in language learning, including emotional literacy, motivation, character strengths, mindsets, integrated emotion regulation, empathy, and confidence-building connected to positive and negative affect. To interpret this experience, we take a qualitative exploratory approach to analyse the final diary entries of 24 course participants, using the lens of positive psychology applied to language learning. The coding of the diaries uncovered four areas key to understanding the students’ experience, which included social capital, self-awareness of emotions, personal growth, and transformation. The findings suggest that the students profited in diverse positive ways through active engagement and reflection on the rich tapestry of emotion-related constructs connected to language learning, leading to the emergence of new perspectives, growth and transformation related to an enhanced awareness of emotions in language learning.

Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual secondary school in Madrid (Spain). Content and language teachers in pairs designed content and language integrated instructional sequences, implemented them, and assessed the students’ output. Four sessions in which teachers reflected on the activity, in collaboration with researchers, were audio recorded, transcribed, and analyzed. The data were analyzed using a social realist framework for investigating knowledge-building practices, Legitimation Code Theory (LCT). The analysis showed how content and language teachers refer to three types of knowledge (content, language, and language and content integration) in terms of ‘what’ is known (conceptual frameworks) and ‘how’ it is approached (following specific methods). The results confirm the importance of developing CLIL teachers’ language awareness through on-site collaboration which is closely linked to their normal teaching activities.

New evidence on the impact of learning in a foreign language on educational outcomes

A Content and Language Integrated Learning (CLIL) method, in which some subjects are taught in a foreign language (English), was initiated in Spain in 2005 and has progressively extended to half of public schools. The results have been very positive; however, it has been argued that studying subjects in a foreign language may reduce the educational outcomes of students. This paper evaluates this criticism in the Madrid bilingual program adopting a Propensity Score Matching approach, with the PISA 2015 and 2018 data. The model defines a homogenous student subsample from bilingual and nonbilingual schools in terms of the observable characteristics that may jointly influence both the selection of school type and educational scores. Our results, robust to the sample and unobservable hidden bias, indicate that the Madrid bilingual program, in addition to improving students' English level, does not reduce the skills of subjects taught in English or in Spanish.

Localisation of content and language integrated learning in China: tensions in teacher professional development

ABSTRACT Unlocking the potential of Content and Language Integrated Learning (CLIL) in China’s higher education landscape has magnified the demand for teacher professional development. Beyond just implementation, teachers are tasked with localising CLIL to fit China’s unique educational context. Yet, the professional needs of Chinese CLIL teachers remain largely unexplored. Through an interpretivist lens, this study delves into the tensions faced by these educators and unveils their pressing needs. Guided by the Cultural-Historical Activity Theory, our research unveils a landscape marked by a scarcity of professional development opportunities. We dissect the findings into pivotal areas: hurdles in accessing essential tools, forging collaborations with institutional and academic partners, navigating conflicting self-expectations and institutional demands, and juggling myriad roles within educational institutions. This inquiry casts a spotlight on the intricate world of professional development for Chinese CLIL teachers, advocating for targeted solutions to address their needs.

Intensity matters in CLIL: Evidence from primary school learners’ receptive skills

The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's growing popularity, studies examining linguistic achievement in varying-intensity CLIL programs remain scant. We address this gap by comparing low and high-intensity CLIL programs, alongside a standard English as a foreign language (EFL) program in primary schools. Focused on 11-year-olds' receptive skills, our results show that high-intensity programs significantly enhance proficiency in listening and reading when compared to their lower-intensity counterparts. Distinctions between low-intensity and EFL programs are non-significant. These findings underscore the critical role of the intensity of exposure in shaping the effectiveness of CLIL programs and contribute insights for refining CLIL program design guidelines.

Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study

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 CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHODOLOGY AT ENGLISH LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS OF UKRAINE

Methodology of content and language integrated learning (CLIL) is a gradual replacement of cramming and sometimes unconscious repetition. The principle of integration and functional contextual mastering of a foreign language have become extremely popular in the world, and have also made it possible to determine the advantages and problems of implementing the content and language integrated learning method into the educational process in many countries of the world. The given article is devoted to the issue of using the methodology of content and language integrated learning (CLIL) at each educational level of the Ukrainian education system, its methodological tasks are considered at each structural stage. Attention is paid to the main conditions for the successful implementation of the method of content and language integrated learning (CLIL) in Ukrainian secondary education institutions. The general principles of lesson planning and a series of English language lessons in Ukrainian secondary schools are considered.

Research on Ideological and Political Education in College English Curriculum from the Perspective of CLIL

In the context of complex and rapidly changing environments both domestically and internationally, cultivating talents with both moral integrity and professional competence is undoubtedly the core mission of higher education and the primary goal of university classroom construction. The college English curriculum, starting from a deep understanding of contemporary China, contains a wealth of ideological and political education elements. Adhering to the CLIL (Content and Language Integrated Learning) teaching philosophy, with a student-centered approach, we delve deeply into the ideological and political educational resources within the textbooks. While teaching language and cultural knowledge, the content of ideological and political education is skillfully integrated into various learning activities such as students independent learning and collaborative learning. Through such teaching methods, the critical thinking abilities of students are gradually enhanced, helping them to truly understand and grasp the essence and characteristics of contemporary China.

Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context

AbstractWithin school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely impact students' potential, particularly their motivation to learn an additional language (L2). This paper examines the role of Content and Language Integrated Learning (CLIL) in shaping students' L2 learning motivation within a school setting that is socioeconomically marginalized, and how it may offer a solution to this challenge. Drawing on Dörnyei's (2005) theory of the L2 Motivational Self System, this study analyzes qualitative data from a Japanese/Science CLIL course taught in one such Australian secondary school setting. Although the findings confirm previous research on CLIL's generally positive influence on student motivation, it also identifies instances of a negative impact with a certain student group. The paper concludes with the implication of CLIL‐based approaches for languages provision in challenging school contexts.