Content And Language Integrated Learning Research Articles

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.

Lexical Availability in Multilingual CLIL: Gender-dependent Differences in English and French

It has been suggested that Content and Language Integrated Learning (CLIL) positively affects learners’ content-related vocabulary. While CLIL has become increasingly popular throughout Spain, the language of instruction in this learning environment has predominantly been English, largely to the neglect of other languages. Calls have consequently been made to conduct comparative research across other languages to better understand the strengths and weaknesses of CLIL irrespective of the language of instruction. In addition, female learners have been found to outperform males in areas of vocabulary such as lexical availability (LA) in English. However, given suggestions that CLIL may blur gender differences, it is unclear whether this difference is also found in a multilingual CLIL context. This study thus aims to determine whether an English advantage is observed in LA in a multilingual CLIL environment, and whether this advantage varies in male and female learners. Results indicate that there is a clear dominance in English over French, regardless of gender. However, analysis across different grades reveals that CLIL instruction has a clear effect on the students’ LA in different languages, but in different ways for male and female learners. The findings are of key importance to CLIL stakeholders wishing to support male and female learners in multilingual classrooms.

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

Abstract This study investigated the relationship between foreign language (FL) oral proficiency development and teachers’ pedagogical practices in content and language integrated learning (CLIL). A one-group pretest-posttest design was employed to analyze changes in Japanese university students’ FL proficiency over time, alongside classroom observations and interviews that captured their teachers’ classroom pedagogies in CLIL courses. The results generally indicated that students improved their capacity to achieve communicative goals but failed to exhibit progress in oral linguistic competence. The former outcome was attributed to predominantly meaning-focused instruction, the use of dialogic pedagogy, and ample opportunities to practice FL speaking. In contrast, the absence of explicit language instruction and limited practice of fluency development tasks was perceived to lead to the latter outcome. These findings not only contribute to understanding the effects of CLIL on FL learning, but also shed light on the specific pedagogy-related factors that contribute to FL proficiency development.

USING TEACHER-MADE AUTHENTIC MATERIALS FOR EFL VOCATIONAL HIGH SCHOOL STUDENTS’ CAREER-RELATED VOCABULARY LEARNING

Although using authentic materials has advantages and disadvantages, it is evident that they bring many benefits to EFL learners, especially in terms of developing communication skills and cultural understanding. Moreover, they offer an opportunity to learn how English is used in real-life situations. This study adopts accidental ethnography as the research methodology. It illustrates, through content and language integrated learning (CLIL), how authentic materials are effective and useful to EFL learners in a specialised vocational high school. The findings indicated that the participants genuinely learned English and acquired career-related vocabulary that would be beneficial to their prospects, hence lending credence to the potential of authentic materials.

Pengaruh Penggunaan Model Clil Terhadap Kemampuan Berbicara Mahasiswa Program Studi Pendidikan Bahasa Jerman Universitas Pattimura

Speaking skills as one of the speaking skills has a high frequency of use because it is inevitable in daily activities. The application of content and language integrated learning (CLIL) model in language learning is one way to encourage students to learn language and content (Sprache und Fach) in a balanced manner. This study aims to describe the effect of using CLIL method on students' speaking ability at niveau A2. The research method is an experiment conducted at the German Language Education Study Programme. The research sample was students who attended the A2.1 Productive Sprachfertigkeit course. The data were collected through a speaking test by referring to the A2 test used by the Goethe Institut. Based on the results of data analysis, it is concluded that the application of CLIL method in learning contributes positively to students' speaking ability. This conclusion is based on the results of statistical calculations which show that the calculation value of t= (5.17) is more significant than Ttab (1.82) at the 0.05 level of significance. On the basis of these findings, it is hoped that the CLIL method can be considered as an alternative in learning German, especially to improve speaking skills.

Content and language integrated learning in Kazakhstan

This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in Kazakhstan. A total of 26 studies were selected, including journal articles and master’s theses. The selected studies were thematically analyzed to identify key aspects and shared aspects. Three main thematically organized areas for CLIL research emerged from the reviewed studies: (1) Dominant perceptions and beliefs about CLIL, (2) Positive outcomes and challenges in CLIL, and (3) CLIL pedagogy and methodology. The majority of the reviewed studies primarily focused on students’ English language skills, investigated the affective and cognitive experience of CLIL, and addressed challenges, practices, and concerns related to CLIL. These themes capture the current landscape of CLIL research in Kazakhstan and contribute to a more holistic understanding of CLIL’s impact on language acquisition and educational practices, thereby informing approaches to language education in Kazakhstan’s trilingual education system.