This bibliometric review explores global research trends in bilingual education over the past four decades (1983-2023), using co-citation analysis, bibliographic coupling, and keyword co-occurrence. An analysis of 1,716 articles indexed in the Web of Science identifies key topics, influential scholars, and emerging research frontiers. In the…

While translanguaging has gained significant traction as a theory of language that holds implications for educational settings with students from various language backgrounds, its viability in content assessment remains an unresolved issue. Students in English-medium instruction (EMI) programs at a private university in Türkiye participated in…

The past decade witnesses a surge of empirical research on translanguaging in educational contexts of English medium instruction (EMI) and content and language integrated learning (CLIL). This systematic review analyses the methodological development, the theoretical underpinning and research themes of translanguaging in EMI and CLIL contexts. A…

The success of bilingual immersion programmes has promoted the debate about whether learners' first language (L1) should be used in foreign language classrooms. Nevertheless, Content and Language Integrated Learning, a pedagogical approach embedded in the development of multilingualism and multiliteracy theories, has overstepped the monolingual…

Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of…

Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

British Council for East Asia reported that the level of English competency of Indonesian pupils in primary and secondary education in English lessons and other scientific disciplines was very concerning. They did not use English as Medium Instruction (EMI) in Science class well. Besides, pupils need to have English communication skills in the…

The volume offers a collection of the most recent research coming from scholars and practitioners in the field of multilingualism research in various contexts of natural/immersion environments, school/formal instruction, grounded in multilingual societies and individual multilinguality of semi-monolingual countries. The studies included in the…

This book focuses on English as a Medium of Instruction practices in higher education in Vietnam, addressing institutional, practitioner and student perspectives. It presents theoretical standpoints and empirical experiences of how institutional policies are enacted in the offering of English as a Medium of Instruction programs in universities in…

Multilingual approach to pedagogical practices in mathematics has the potential to target high level mathematical competence and abstraction. Content and Language Integrated Learning (CLIL) is an innovative educational approach to learning, a dynamic and motivating force with holistic features. Not only does it image a shift towards curricular and…

There is a dearth of knowledge on the emotional challenges content-area teachers in English-medium instruction (EMI) programmes face, and how they manage their emotions in their efforts to negotiate a top-down language policy. This paper examines the entangled emotional experiences of EMI content-area teachers in Nepal's school education. In…

CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital…

This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students' translanguage in a group completing tasks in…

The study employed a blended approach of translanguaging pedagogy and Content and Language Integrated Learning (CLIL) in an Anthropology class of a Bangladeshi public university. Data were collected through classroom observation, a pedagogical intervention, a focus group discussion with six students, and a semi-structured interview with the class…