The increased demand for bilingual education has resulted in a growing need for professionally and linguistically qualified teachers whose shortage is evident in most Slovak schools. As science subjects form a major part of bilingual school curricula, the aim of our research is to determine the current situation from the combined opinions of…

In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is…

Multilingual and multicultural societies in Europe pose new challenges for schools and have led to the expansion of the Content and Language Integrated Learning (CLIL) approach to foreign language teaching. English teachers in Catalan primary schools frequently face the challenge of integrating science teaching with foreign language teaching. This…

The Next Generation Science Standards (NGSS) call for students to exhibit an in-depth understanding of scientific inquiry practices, including direct observation, creative design thinking, and argumentation based on evidential learning. To support academic equity for multilingual learners, these new expectations require reconceptualization of…

A comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of "matter" written in Spanish is presented. One of these curricular units, translated from an English textbook, or "mirror text," is used in dual language programs (Spanish-English) in the…

This interpretive case study is framed within recent sociocultural conceptualisations of learning. It draws on research on teacher-led classroom discussions, and investigates the conversational intricacies through which "dialogicity" is accomplished in adaptive ways in one content and language integrated learning (CLIL) science…

How can we teach science to English language learners (ELLs) when even our native English speakers have trouble reading the textbook? To help science teachers meet this challenge, this article presents six text-comprehension strategies used by English for Speakers of other Languages (ESOL) teachers: metalinguistic awareness development,…

The study examined the use of code-switching by English and science teachers in secondary schools in Malaysia. It focuses on the functions of code-switching in multilingual classrooms where English is the language of instruction, examining in particular the reiterative function of code-switching and its association with translation. Thirty six…

The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching…

This article presents a case study of academic language instruction in a high school "English Learner Science" course. It illustrates how a teacher's understanding of academic language affects her instruction and students' opportunities for learning. We examine a transcript of classroom discourse for the "didactic tension" that exists between this…

The 12th iteration of the International Conference on Educational Data Mining (EDM 2019) is organized under the auspices of the International Educational Data Mining Society in Montreal, Canada. The theme of this year's conference is EDM in Open-Ended Domains. As EDM has matured it has increasingly been applied to open-ended and ill-defined tasks…