Content And Language Integrated Learning Research Articles

Innovative Methods of Teaching Foreign Languages for Economics Students

This article explores the intersection of foreign language acquisition and economics education, highlighting innovative teaching methods designed to benefit economics students. It discusses the increasingly vital role of multilingual proficiency in the global economy and addresses the limitations of traditional language teaching methodologies in meeting the specific needs of students pursuing economics. The article outlines several forward-thinking approaches, including Content and Language Integrated Learning (CLIL), Project-Based Learning (PBL), professional language exchange programs, gamification, technology-enhanced learning, and the flipped classroom model. These methods aim not only to enhance foreign language proficiency but also to deepen students' understanding of economic concepts in a global context. By integrating content knowledge with language learning, these approaches offer a more engaging, relevant, and practical educational experience, preparing students for the complexities of the global economy

Bring the Dual Focus on both Language and Content into ESP Courses through Teacher Collaboration

In China, the evolution from traditional “College English” courses to English for Specific Purpose (ESP) reflects the changing demands for foreign language skills in specialized industries. This transition poses challenges for teachers due to limited specialized knowledge. This study explores the integration of Content and Language Integrated Learning (CLIL) into ESP courses through collaboration between language and content-area teachers. Drawing on a literature review and qualitative research at West Yunnan University of Applied Science, the study examines the challenges traditional English General Purpose (EGP) teachers face in ESP classrooms and their willingness to collaborate with content-area teachers. Results reveal teachers’ struggles with specialized knowledge and materials selection, alongside their openness to collaboration. The discussion emphasizes the importance of fostering cooperation, establishing teaching communities, and utilizing online platforms for enhanced student learning outcomes. This research contributes to the advancement of ESP teaching methodologies by advocating for collaborative approaches that integrate language and content effectively.

Методические условия реализации метода предметно-языкового интегрированного обучения (CLIL) в обучении английскому языку в начальной школе

The aim of the study is to substantiate the possibility of implementing the method of Content and Language Integrated Learning (CLIL) in early English language teaching in primary school. The paper discusses the notion of the CLIL method, its main components, as well as the conditions that ensure the most optimal use of the method in teaching a foreign language to primary school children and provides examples of the practical implementation of the specified conditions. The scientific novelty of the study lies in identifying the methodological conditions that make it possible to teach English most effectively at an early stage on the basis of content and language integration. As a result of the study, it was found that CLIL can be successfully used in teaching English to primary school children with consistent observance of a number of important conditions. The issues related to the selection of the teaching content in accordance with the programs of the integrated subjects, as well as the possibility of further practical application of knowledge and skills on the studied topics and the vocabulary used in them, are considered. In addition, the importance of strict adherence to established methodological stages in the formation of foreign language speech skills and abilities is emphasized, as well as the need to involve all types of speech activity when using the CLIL method.

Supporting content and language integrated learning through computer-based dual concept mapping

Among various approaches to teaching and learning English as a foreign language, content and language integrated learning (CLIL), i.e. learning subject content in a non-native language, has received wide attention. Despite its positive effects on language learning, CLIL poses cognitive challenges to learners. To deal with the challenge, prior studies applied concept maps to visualize knowledge structures to support content learning, but paid inadequate attention to visualizing text structure to support language learning. Some studies mixed knowledge structure and text structure in one concept map, failing to help students distinguish between knowledge structure and text structure. It is important to visualize both knowledge structure and text structure and present them in two parallel concept maps to facilitate CLIL. To this end, this study proposed a computer-based dual concept mapping approach visualizing both knowledge structure and text structure of learning content in two parallel concept maps to support science content and English language integrated learning. This study was conducted with 89 eighth-grade students from two classes, who were randomly assigned to either the experimental or control condition. Students’ achievements in English language and science knowledge were assessed by knowledge tests; their cognitive load was measured through a questionnaire survey. By comparing student performance in the two conditions, the study shows that the experimental group experienced a lower level of cognitive load and achieved better learning outcomes in both science knowledge and language performance. Further, there were more significant differences between experimental and control groups for low and medium achievers in English language than for high achievers, indicating that the proposed approach was more beneficial for the former. The findings provide new insights into the pedagogy and strategy for CLIL, that is, visualizing both knowledge structure and text structure of learning content in two parallel concept maps with the support of concept mapping technology.

The ups and downs of CLIL lessons: a qualitative study on 21st century skills promotion in physical education

The promotion of 21st century key skills is crucial to build 21st century citizenship. The purpose of this research was to examine teachers’ and students’ views on the use of Content and Language Integrated Learning (CLIL) approach in Physical Education regarding the development of 21st century skills and the syllabus covered in lessons. In-depth open-ended interviews were carried out with 25 participants, who shared their understandings based on their experiences when using CLIL. The findings give an in-depth insight into what 21st century skills are more used and the extent to which they are developed. While creativity and collaboration were promoted thanks to CLIL, interest and engagement depended on each student, and self-reflection was barely fostered. In addition, the lessons developed both linguistic and Physical Education knowledge, including body language, a specific content of the subject that has often been neglected. Some practical implications are inferred, highlighting the need to promote high-quality CLIL teacher training in order to ensure that CLIL is adequately applied and students can develop all the 21st century skills.

Diseño de una intervención pedagógica hibrida en la promoción de un aprendizaje lingüístico e intercultural

This review paper addresses the need to infuse intercultural learning in the language classroom. The body of literature offers evidence of language approaches and methods that can potentially benefit the foreign/second language classroom by shifting from traditional practice to more active, participatory, and interculturally infused teaching. Teaching a foreign/second language comprehensively requires the inclusion of the intercultural component to equip learners with the ability to interact in increasingly intercultural contexts. Therefore, this paper proposes a model to design language and intercultural tasks in the language classroom. The methodology applied in this paper is based on a qualitative approach by reviewing the literature to gather insights to facilitate an intercultural approach based on a hybrid pedagogy merging Content and Language Integrated Learning (CLIL) and Project-based Learning (PBL), designing a model to implement an intercultural language experience centered on learners. Results suggest that language educators can provide positive learning opportunities for students to develop intercultural competence when planning and mediating intercultural language tasks in the foreign/second language classroom. Language learners can amplify their competencies and language skills in more authentic and meaningful ways when the instruction is infused with intercultural elements. The design described can serve as an intercultural language model to teach and develop intercultural communicative competence intended to improve communication across cultures.

A scoping review of the literature on content and language integrated learning assessment

Abstract Despite being an essential element of Content and Language Integrated Learning (CLIL), CLIL assessment has received scarce research attention and remains a relatively underexplored area. Since few review studies have been conducted in the field of CLIL assessment, this article constitutes the first attempt to synthesise both theoretical and empirical studies on CLIL assessment around the globe with a view to yielding implications for the understanding, design, and improvement of assessment in CLIL and providing suggestions for future research agendas. Based on a thematic analysis of 77 pertinent publications selected among 763 search results, this scoping review first identified three prominent research themes in CLIL assessment including assessment issues, assessment practices, and assessment frameworks. Subsequently, the review elaborated each theme and discussed some interesting patterns of the literature in great depth. The review concluded with suggestions on future research directions with a view to advancing the uncharted area of CLIL assessment.

STEAM pedagogy in foreign language education: An endeavour to broaden CLIL pedagogy through 6E’s framework

This study addressed the dilemma in Content and Language Integrated Learning (CLIL) teaching. It argued that a STEAM pedagogy (Science, Technology, Engineering, Arts, and Mathematics) can inform and broaden CLIL pedagogy through 6E’s framework (engage, explore, explain, engineer, enrich, and evaluate). The authors first theoretically highlighted how STEAM pedagogy addressed some of the issues concerning CLIL instruction and showed that 6E’s framework cohered with the 4C’s (culture, content, cognition, and communication) of pluriliteracies approach to CLIL. We then actuated this conceptualization through a case study exploring Indonesian EFL learners’ engagement in 16-meeting CLIL lessons by examining their multidimensional learning experiences, affectivity, and emotionality. Data were oriented to the contextual variables of effective learning from learners’ standpoint and collected through Academic Emotion Questionnaire (AEQ), language learning attitude battery, and reflection sheet distributed to 204 college learners in six CLIL classes with 6E’s framework. The findings demonstrated the potency of 6E’s framework to provide vital scaffolding for discipline-specific literacies through scientific inquiry in language learning. The framework stimulated intensive multidimensional learning, positive academic emotions, and positive attitudes toward CLIL lessons. Students’ reflections underscored how the framework paved engaging authentic language tasks and science projects as essential drives for intrinsic motivation to learn content and language despite limited linguistic repertoires.

A model for applying CLIL and PBL in the chemistry class

Relevance. The research addresses the need to enhance the methodological foundations of teaching chemistry through scientific experience, emphasizing the improvement of educational processes by integrating research and language skills development. Purpose. This study aims to develop a model for chemistry lessons that integrate content and language-integrated learning (CLIL) and project-based learning (PBL) at the laboratory research level, focusing on communication interaction in English. Methodology. Diagnostic testing with assessment using a five-point Likert scale is employed, analyzing data adapted from H.N. Kazantseva's �Learning Attitudes towards Academic Subjects� test. This approach identifies factors influencing student interest in lessons and specific fields, fostering motivational activation, critical thinking, cognitive skills, and research abilities. Results. The study presents a developed model of a chemistry lesson titled �Spectroscopy,� incorporating CLIL and PBL methods across lectures, practical classes, video lessons, and laboratory research. This model integrates scientific experiments on photon emission processes, electron behaviour, and other components, with practical applications such as analyzing emissions from water samples or other materials. The approach emphasizes communication in English, enhancing environmental studies, research skills, visibility in learning processes, thinking activity, and English language communication skills using scientific terminology. Conclusions. The integrated approach proposed in this research enriches the education system by fostering comprehensive learning experiences that integrate scientific inquiry, language proficiency development, and practical application in chemistry education. Keywords: content-language learning; oriented pedagogy; integrated chemistry lessons; spectroscopy

CLIL AS THE VEHICLE OF TRANSITION FROM MONO- TO BILINGUAL INSTRUCTION AT SLOVAK UNIVERSITIES

Content and Language Integrated Learning (CLIL) has demonstrated notable success in lower secondary and secondary levels of education, thus warranting consideration for its potential effectiveness in higher education. This scholarly exposition endeavours to delineate CLIL as a viable conduit for the gradual and voluntary transition from delivering specialized courses in the native language to conducting them in a foreign language, thereby facilitating bilingual instruction. Supported by empirical findings derived from ongoing Erasmus +, Visegrad Fund Project, KEGA (Slovak Cultural and Educational Grant Agency) initiatives, as well as research outcomes, the authors proffer a compendium of strategic recommendations designed to augment or inaugurate CLIL endeavours at the university level, particularly within non-philological study programs. Notably, integrating CLIL courses into teacher training programs across four faculties in Slovakia, which are responsible for preparing future English educators, offers promise for the widespread cultivation of CLIL-trained instructors and, consequently, a broader implementation of CLIL in higher education.

Effective methods of teaching a foreign language in the modern educational environment

Relevance. In today�s world, global communication and international cooperation are becoming increasingly important, and therefore knowledge of a foreign language is a key factor in overcoming language barriers and effective communication between different cultures, which makes this study relevant.Purpose. The purpose of this study was to reveal and investigate current trends and strategies of teaching foreign languages aimed at maximising learning efficiency.Methodology. The study employed the methods of analysis, systematisation, and generalisation.Results. The study examined various aspects of effective methods of teaching foreign languages in the modern educational environment, such as Content and Language Integrated Learning (CLIL), immersion, content-based learning, suggestion therapy, the use of computer technology in teaching, flipped classroom, and methods of creating Mind Maps. It was found that these methods allow for effective foreign language teaching in the modern educational environment. This study also revealed the specific features of using innovative technologies, virtual reality, and their contribution to improving foreign language acquisition in the educational process, as the modern educational environment requires the use of the latest technologies to improve access to knowledge and individualise learning.Conclusions. As a result of this study, it was possible to investigate the psychological aspect of foreign language learning, focusing on the role of motivation and emotional state for the successful acquisition of language skills. The findings of this study can be used to create, develop, and improve curricula in the field of foreign language teaching.

Using Content and Language Integrated Learning Approach and The Task-Based Language Teaching Approach to Teach Grammar in The English as a Second Language Classroom

Language is a hallmark and the most enduring artefact of any community, playing a significant role in social interaction and the transmission of social values. Among the various approaches in language teaching, Content and Language Integrated Learning (CLIL) and Task-Based Language Teaching (TBLT) have consistently been at the forefront of research, receiving significant attention from practitioners and policymakers in Sri Lanka. This study investigates whether the use of TBLT and CLIL in English as a Second Language (ESL) classrooms enhances grammar learning. It aims to answer the research questions: a) “How do the CLIL and TBLT approaches enhance grammar teaching in ESL classrooms?” and b) “What are the perspectives of English teachers and learners on the use of CLIL and TBLT approaches in teaching grammar in ESL classrooms?” The study tests the hypothesis that TBLT is more effective than CLIL in teaching English grammar. The study involved sixty participants from one batch and two lecturers. Data were collected using pretest and posttest papers, semi-structured interviews, and open-ended questionnaires. The data were analyzed using SPSS and thematic analysis. The findings indicated that both TBLT and CLIL positively impact grammar learning, with TBLT emerging as the more effective approach. Perceptions of these approaches highlighted learner interest and the challenges of incorporating these methods in the classroom.

Content and language integrated learning (CLIL): Experiences and challenges of English preparatory school graduates in a Cambodian international university

This study aims to understand how English Preparatory Schools (EPS) students perceive CLIL and the challenges they encounter. Ten participants were selected through purposive-convenience sampling. Data were gathered via online surveys and semi-structured interviews conducted through Google Meet. The findings reveal that while students generally view CLIL positively, they face significant challenges, primarily due to limited vocabulary and unfamiliarity with the teaching environment. Despite these difficulties, CLIL was found to enhance language proficiency, especially in listening skills, and fostered self-confidence and cultural awareness. However, the dual demands of learning content and language simultaneously led to mental exhaustion and struggle with technical terminology among these students. The study suggests that CLIL can be effective in improving English proficiency, but it also highlights the need for tailored support, such as vocabulary-building strategies and teacher training, to address the challenges students face. These findings have implications for curriculum development and pedagogical practices in CLIL programs.

Integrating Hybrid Learning in Content and Language Integrated Learning (CLIL) approach for Enhanced Language Proficiency

In an era where education is increasingly defined by digital integration and flexibility, this study ventures into the intersection of two powerful pedagogical approaches- hybrid learning and Content and Language Integrated Learning (CLIL). The research examines how the fusion of these methods impacts the language proficiency of Class 8th students, providing a fresh perspective on modern educational strategies. Using a quasi-experimental design, the study assesses the language outcomes of students receiving hybrid CLIL instruction against those following traditional CLIL methods, focusing on key areas such as vocabulary, grammar, reading comprehension and writing skills. The findings reveal a significant edge for the hybrid CLIL group, whose language proficiency soared across all measured areas, outperforming their peers in traditional settings. The study underscores the value of a blended learning environment where digital tools and in-person instruction converge, creating an adaptive, learner-centered approach that enhances both content understanding and language development. By bridging the gap between physical classrooms and virtual resources, hybrid CLIL empowers students to navigate complex linguistic and cognitive tasks more effectively. This study not only redefines the potential of CLIL in contemporary education but also opens doors for future pedagogical innovations, suggesting that hybrid learning is not just an option but a necessity for cultivating 21st-century learners. The findings offer a roadmap for educators and policymakers seeking to embrace new teaching models that meet the evolving demands of education.

Assessing the Development of Environmental Awareness in CLIL Based Learning Environments

The study investigates the impact of Content and Language Integrated Learning (CLIL) on the development of environmental knowledge and student engagement with key environmental issues compared to traditional teaching methods. A total of 100 middle school students were divided into two groups- an experimental group that received CLIL-based environmental instruction and a control group that received traditional instruction. Using pretest and posttest measurements, the study assessed changes in environmental knowledge and engagement with topics such as climate change, biodiversity and sustainability. The results showed that students in the CLIL group demonstrated significantly greater improvement in environmental knowledge, with an average posttest score of 81.9, compared to 66.2 for the traditional group. Additionally, qualitative observations indicated higher levels of student engagement in the CLIL group, as they actively participated in discussions and projects focused on environmental topics. The findings suggest that CLIL-based instruction is more effective than traditional methods in promoting both content knowledge and student engagement. The study highlights the potential of CLIL to enhance interdisciplinary learning by integrating language and environmental education, offering important educational implications for improving both academic outcomes and student involvement in global issues such as sustainability.

Webblog-Based Flipped Classroom: The Feasibility to Support 4C’s in the Content and Language Integrated Learning (CLIL)

Webblog-Based Flipped Classroom: The Feasibility to Support 4C’s in the Content and Language Integrated Learning (CLIL)

Institutionalising English as a foreign language teachers for global sustainability: Perceptions of education for sustainable development in Turkey

In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions of Education for Sustainable Development (ESD), examining its role in EFL teaching methodologies and identifying the challenges faced in integrating ESD within the Turkish educational context. In-depth interview data (IDI) was collected from 28 in-service Turkish EFL teachers. Utilising qualitative content analysis (QCA) with open, axial, and selective coding, we found out that Turkish EFL teachers’ perceptions of ESD are multifaceted and shaped by the interdisciplinary nature of EFL teaching, which is fed by Content and Language Integrated Learning (CLIL). The findings showed that EFL teachers: (1) conceptualised ESD as being related to learning for sustainable practices addressing social, economic and environmental dimensions, and linked ESD to a lifelong learning process that should be implemented at all education levels and supported by critical thinking and problem-solving skills; (2) thought English classes provide ideal venues to teach multiple topics including sustainability, thus reported it as a key responsibility for them to instil in their students, and (3) felt that ESD has yet to be sufficiently reflected in EFL curriculum due to some obstacles such as narrow focus on ESD, limited contact hours of English and lack of parental awareness of ESD. The findings mainly emphasised the significance of an extensive and holistic coverage of ESD at all education levels through engaging and hands-on in-class activities. Further practical suggestions are also provided regarding how EFL teaching policies may be developed to better integrate ESD.

Content and language integrated learning (CLIL)

Content and language integrated learning (CLIL)

Breaking Down Barriers: Paving the Way for the Implementation of Content and Language Integrated Learning (CLIL) in the Algerian Higher Education Institutions

Content and Language Integrated Learning (CLIL) has gained considerable attention worldwide as an innovative pedagogical approach that integrates content knowledge with language learning. This study explores the potential benefits and challenges associated with the implementation of CLIL in the Algerian Higher Education Institutions. By conducting a comprehensive analysis of relevant literature and employing a qualitative research design, including a systematic review and synthesis of scholarly articles, books, reports, and other relevant sources, this research identifies the key barriers hindering the successful adoption of CLIL in the Algerian context. Furthermore, this research proposes a set of strategies as a roadmap to overcome these challenges and pave the way for effective CLIL implementation. Breaking down these barriers and fostering a more dynamic learning environment, Algerian Higher Education Institutions can better prepare students for the demands of a globalized world. This research provides valuable insights and practical recommendations to policymakers, educators, and researchers interested in promoting language education reform in higher education. By bridging the gap between research and practice, this study contributes to the ongoing discourse on CLIL implementation and its implications for educational reform, focusing on the need for further research.

Implementing CLIL in a Japanese prefectural university: Reflecting on research-based pedagogy

This study investigated the beliefs and practices of two English language teachers - an English as an Additional Language (EAL) speaker and an Anglophone speaker - towards Content and Language Integrated Learning (CLIL) at a regional Japanese university offering English medium instruction (EMI). Established in 2009, the university offers students EMI in the fields of international studies and regional development and international economy and prepares 1st grade students in a compulsory English for Academic Purposes (EAP) programme adopting a CLIL approach. This study examined how the two teachers conceptualized and implemented their CLIL syllabi and what limitations and opportunities CLIL offered. Qualitative data elicited from a collaborative autoethnography (CAE) revealed CLIL as both a bridge into EMI and post-university life. For this purpose, both teachers scaffolded language and content materials, especially with general cultural and social science themes. Translanguaging was important in developing pragmatic integration of students' Japanese in classes. Difficulties were noted in teaching higher cognitive skills due to the test focus of secondary education. Pedagogically, both shifted along a CLIL continuum between language and content foci according to student needs. The perceived limitations stressed the problematic balance between content and language and a lack of a language threshold before embarking on CLIL. Further issues raised were the paucity of teacher development in CLIL and tension between content and language teachers in syllabus design. Finally, opportunities were mentioned in the knowledge transfer between content and language classes and the development of autonomous collaboration. Of final note, the teachers' linguistic backgrounds were seen as important for students. Overall, implications for this study suggested that teaching practitioners can reinforce their classroom instructions with research knowledge.