This study investigates teachers' beliefs and practices in implementing CLIL in an Indonesian primary school context. Drawing on narrative inquiry, fruitful themes and subthemes were generated from the thematic analysis of teachers' stories, representing their teaching experiences in CLIL classes. Involving four CLIL teachers with 5--11 years of…

This cross-sectional study aimed to explore the nature and the patterns of lexical growth in content and language integrated learning (CLIL) and non-CLIL learners across three successive academic years. To pursue the purpose of the study a total of 110 female students of six classes in 3rd, 4th, and 5th grades in both bilingual and monolingual…

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this…

Translanguaging in science includes the use of semiotic repertoires complete with non-linguistic modes of meaning (e.g. gesture, tactile) that until recently have gone unnoticed in research into content language integrated learning (CLIL). Currently, there are calls for classroom research in CLIL settings that examines the semiotic processes in…

This paper analyzes how future educators would design their ideal school in the context of the Basque Country, with particular attention put on language planning and language teaching aspects. More specifically, we focus on the ideas about the languages to be included in the curriculum, the modes of inclusion of students' home languages and the…

This systematic literature review examined 61 empirical studies published from 2010 to 2022 on translanguaging. The review explored the trends and scientific strengths of the studies, the reported pedagogical components, and the affordances and challenges of translanguaging. 70.49% of the studies took place in elementary schools and in 65.57% in…

Pointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate interactions between learner-learner, learners-teachers, and learners-learning materials in Content and Language Integrated Learning (CLIL) science hybrid learning due to the COVID-19 pandemic. This photovoice study spotlighted…

Since its inception in the 1990s Content and Language Integrated Learning (CLIL) has transformed from an initiative to improve communicative competence in foreign languages into a complex language-aware construct in which translanguaging and curriculum integration are identifiable pedagogical practices. This shift of paradigm in its…

This article presents findings from an empirical study in which we investigated Content and Language Integrated Learning (CLIL) students' linguistic resources in the L2 (English) to convey different Cognitive Discourse Functions (Dalton-Puffer 2013; 2016)--"Describe, Compare (Categorize), Report, Evaluate" and "Explore"--in two…

Purpose: The paper reports how lesson study helped to make the learning of students with limited English competencies visible in "Content and Language Integrated Learning" (CLIL). Design/methodology/approach: The two lesson study cycles took place in a Swiss primary school with a focus on three case pupils each with heterogeneous…

This study explores teachers' perceptions and practices about the translanguaging approach in CLIL elementary and secondary school contexts in Taiwan. It first investigates 422 in-service teachers' perspectives toward teachers' and students' use of (1) a native language; (2) non-verbal behaviors; and (3) other meaning-making signs in the language…

This study sets two main objectives to address this research gap in CLIL materials design: to identify and to evaluate teachers' approaches to text modification. The study focuses on four secondary teachers who teach non-language subjects to grades 7-9 in Finland, in English. The qualitative data consist of interviews and teaching materials…

The use of the students' first language (L1) in the foreign language class (FL) is a common but controversial issue that has received little attention. This might be more relevant in the case of Content and Language Integrated Learning (CLIL), since, under CLIL approaches, students need to acquire content through an FL that they have not mastered…

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data…

Task repetition (TR) is a valuable tool to direct learners' attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners' focus on form, allowing extra time to pay…