The study looks at the case of a university language center in Japan that administers a compulsory English language course. To provide some level of standardization for the course, and to better meet the educational aims of the center, a content and language integrated learning (CLIL) teaching approach has been set as center policy. The research…

In celebration of ASOCOPI's 60th anniversary, this article critically discusses how language teaching and learning in Colombia have addressed the relationship between language and content within higher education, aiming to prepare future professionals for the current interconnected world. Through the analysis of the national literature, we explore…

While it is widely accepted that language teachers require knowledge of second language acquisition (SLA) (Richards, 2010), what about content teachers, who are increasingly required to help develop their learners' academic language proficiency? How much do they need to know about SLA theories and how can they acquire such knowledge and expertise?…

This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty-three non-English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave…

This paper explores secondary school students' investment in their language learning after having graduated from one of four bilingual (also termed Content and Language Integrated Language (CLIL)) primary school programs in New South Wales (NSW), Australia. We show the different study pathways pursued by a selection of students and illustrate…

This article examines the influence of English language classroom interaction patterns on teachers' use and perceptions of student-centred pedagogy. The study used a mixed-method approach, combining classroom observations to collect quantitative data on interaction patterns with teacher interviews to gather qualitative insights into teachers'…

The concept of content and language integrated learning (CLIL) for English as a foreign language (EFL) writing has been extensively investigated to aid language acquisition; however, there is a paucity of knowledge regarding its impact on a specific element of writing development. This systematic literature review aimed at exploring the impacts of…

Research on newcomers' language and literacy (L&L) skills has expanded recently in response to the growth of this population. To inform teachers and researchers, this paper reviewed 41 empirical studies (2010-2022) on high-school newcomers' L&L. Most studies used qualitative methods, working with few participants for short time periods.…

Content and language integrated learning (CLIL) involves teaching an additional language through the study of a subject, and teaching the subject through the medium of the new language. CLIL approaches to additional language acquisition are widely adopted and broadly successful, though some content-subjects may be better suited than others. The…

New approaches to teaching English have slowly been included in English teacher education in Chile in the last decade. Typically, the curriculum maps of these programs have followed a traditional paradigm based on grammatical curricula, however, new versions of these plans have shown evidence of, at least in paper, the adoption of new approaches,…

Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal…

Although the educational intentions of content and language integrated learning (CLIL) seem to be perspicuous, how to put them into practice in different subjects is not so clear-cut. In addition, critical voices within the physical education (PE) arena claim that CLIL may jeopardise the subject. Therefore, CLIL needs to be adjusted in order to…

English learner (EL) students face the challenge of learning a new language while simultaneously learning other subjects. Similarly, English as Second Language (ESL) teachers have the added responsibility of teaching academic language in STEM subjects to EL students, in addition to language teaching. This article explores how a participant…

This study explores the bases of achievement invoked by teachers when assessing students' work in the context of a bilingual education program where academic subjects are taught through English as a foreign language. During a professional development seminar, teachers judged samples of students' writing in response to tasks that elicited the three…

Despite the rapid expansion of English-as-a-medium-of-instruction (EMI) programs in higher education, EMI teacher education is still in its infancy. This viewpoint paper analyses what language specialists can do and become in EMI teacher education in university settings. Specifically, the paper argues that language specialists can take on a new…