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…

K-7 classrooms are diverse spaces where students and teachers navigate cultures, languages, and (racialized) identities as they engage in disciplinary teaching and learning. They are also spaces harmfully impacted by raciolinguistic ideologies and a persistent separation of language and content instruction. Consequently, critical teacher education…

This article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former…

Taiwan higher education institutions are employing two strategies: Internationalisation at Home (IaH) to promote domestic students' international exposure and awareness, and Content and Language Integrated Learning (CLIL) to promote language skills and professional knowledge. Higher education institutions recognise the synergy of these two…

Arising in Europe in the early 1990s, content and language integrated learning (CLIL) has become a popular educational approach. CLIL involves a dual focus on content and language learning with an additional language used as the medium of instruction. Although CLIL has received much attention and spread widely around the world, there is limited…

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta'dil,…

Background: The growing population of students that are learning science through a Content and Language Integrated Learning approach (CLIL) has led to concerns about these students' ability to fully participate in a rich classroom discourse to develop content knowledge. A lack of information about science development through classroom discourse in…

English has emerged as the language of scientific communication (Björkman, 2011; Jenkins, 2006). Given the significance of English, in addition to ESP courses that have been incorporated in university curriculum, the CLIL method can be one of the choices for improving students' English mastery. Before implementing CLIL and creating the necessary…

Many educational researchers and teachers have agreed that language can be fostered in the context of science teaching. However, the effect of language fostering has depended heavily on teacher's perception. Recognizing the role of teaching (including Physics teaching) in language training will help teachers become conscious while designing…

The ability to manage specific forms of disciplinary expression - Languages of Schooling - is regarded as a factor of academic success (Council of Europe recommendations - Council of Europe CM/Rec. [2014]. "Recommendation of the Committee of Ministers to Member States on the Importance of Competences in the Language(s) of Schooling for Equity…

Gestures and other bodily movements are frequently used as instructional strategies in second language classrooms. Research has demonstrated that gestures are an effective strategy to improve L2 vocabulary recall. However, previous studies have only used vocabulary items that are known to participants in their native languages. Additionally,…

This study examines the effectiveness of Content and Language Integrated Learning (CLIL) implementation in science subjects and reports on the challenges that content teachers encountered during CLIL instruction. In addition, the study attempts to investigate students' perceived knowledge of and satisfaction towards the implementation of CLIL. To…

Recent studies show that English learning students are a growing population within the United States school system. Language barriers have been shown to negatively influence reading scores as well as math scores, and math scores are a predictor of future academic success in many subject areas. This qualitative action research study demonstrates…

Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning applications. This article examines the word cloud, a toolkit often used to scaffold teaching and learning for reflection, critical thinking, and content learning. Addressing the issues in traditional word clouds, semantic word clouds have been…

This article contrasts two studies that focus on language learning strategies (Study 1) and strategy instruction (Study 2) in CLIL programs. Drawing from the literature on language learning strategies and strategy instruction, we propose a theoretical framework that takes into account metacognitive awareness as a useful concept to capture the…