Content and Language Integrated Learning Research Papers (original) (raw)

2025

Research findings in the educational field show that learning within the setting of dramatic inquiry based teaching approaches, such as Mantle of the Expert (MoE), develops students' creativity as regards new knowledge construction. The European Commission promotes the integration of content and language learning through the CLIL (Content Language Integrated Learning) approach, because it provides students with meaningful opportunities for immediate use of new language skills as opposed to later use which results from traditional mainstream teaching practices. The present study focuses on the implementation of a six teaching hours action research by means of the MoE dramatic teaching approach into the CLIL Geography teaching curriculum for the 6th grade of a Greek state primary school. The results of the qualitative data processing evince MoE as a dynamic supplement to the CLIL approach featured by profound educational benefits as its didactic use: 1) creates dialogic learning e...

2025, European Journal of Language Policy

Among various measures introduced in the National Foreign Languages 2020 Project by Vietnam's Ministry of Education and Training (MOET) to enhance foreign language (FL) competence of Vietnamese people, the implementation of Content and Language Integrated Learning (CLIL) has received much public attention and feedback from those concerned. This paper aims to discuss four critiques by the policy actors regarding the significance of CLIL in the Vietnamese context, teachers' readiness, students' readiness and CLIL materials. In addition, a case study was conducted to illustrate the discussion and provide a general picture of teachers' perceptions of CLIL, how they implement CLIL and the difficulties they encounter in practice.

2025, In Proceedings of the 1st International Conference on Teaching English Language for Specific Purposes, Niš, Serbia, 17 – 19 May 2013.

The study aims to provide insights into e:x-perimental research on Content and Language Integrated Learning for Lan_,,<f\lages Other TJ;ian English (CLIL-LOTE) developed to promote communicative competence in the context of Greek tertiary education, the department of Balkan Studies. The project which aimed at diversification and the promotion of a 'CUL-language' other than &lglish as a contribution to education for multilingualism and intercultural education investigated the effects of CUL on students' oral performance in the target language (TL) upon a teaching intervention of two academic terms. In addition, it aimed to identify whether CLIL instruction develops a more positive attitude towards FL and content learning. The adopted approach, which considered both content and language goals in the CUL language-Russian, fully integrated the learning of both the TL and subject-specific content and showed that CUL students learn better and are more motivated to learn than their peers in regular programs. The data provided support for the efficacy of implementing CLIL as the experimental group outperformed the conn•ol group in terms of both linguistic gains in oral production skills and content lmowledge. Moreover, the teaching of content through Russian allowed the learners to adopt a wider perspective upon it.

2025, In Proceedings of Education Across Borders, Florina, 5-7 October 2012.

The present study has been initiated with the purpose of conducting a needs assessment to provide an account of University students' learning strategies and styles, as well as to record their needs for receptive and productive skills development in English for specific purposes (ESP). The sample consisted of 92 students, who attended the Department of Balkan Studies at the University ofWestem Macedonia in Greece. A self-report questionnaire was used as the basic instrument, which comprised three basic sections: i) language learning strategies ii) needs in receptive and productive language skills iii) learning styles. The research findings indicated a considerable degree of ESP students' awareness of English language learning and a certain degree of flexibility in strategy use. It should be noted that the more competent language learners and the bilingual students showed more strategic knowledge, since they employed a wider range of more _ 'elaborated' cognitive strategies-and declared a greater degree of metacognition in strategy use. Also, students perceived the need for training and further development of the four skills as of major significance. Concluding, it is suggested that raising the students' awareness for strategy use concerning the receptive and productive skills should be reinforced through the provision of systematic training. Since a single training method could not possibly fit all the language learners' strategies and styles, a multimodal and multicognitive approach addressing all students' needs should be employed.

2025, n RTPLT - Research Papers in Language Teaching and Learning, Special Issue on CLIL: “CLIL implementation in foreign language contexts: Exploring challenges and perspectives”, Vol 8(2), 170-174.

Having been an English language teacher for 20 years, I have always been concerned with employing the most optimal approach to language teaching so as to address my learners' needs. I was a Ph.D. student in the field of applied linguistics when I came across the Content and Language Integrated Learning approach to language teaching, most commonly referred with the acronym CLIL, which seemed worth to research further and implement in consideration of its potential to bring about changes in language education.

2025, ELT Journal

lengua adicional que se identi ca bajo el acrónimo CLIL en inglés y AICLE en castellano. 1 El volumen se divide en ocho capítulos que intentan tratar temas

2025, International Journal of Bilingual Education and Bilingualism

This paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project ‘CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)’. The research has involved the administration of two sets of questionnaires to 926 informants (742 students and 184 teachers) within 15 secondary schools of four provinces. After framing the topic against the backdrop of the project, the paper will expound on the objectives, methodology, variables, and procedure employed in this particular study in Spain. The bulk of the article will outline its main findings in relation to the five main fields of interest which have been canvassed: linguistic aspects, methodology and types of groupings, materials and resources, assessment, and teacher coordination and development. Across-group comparisons will be carried out to determine whether there are statistically significant differences between both cohorts. A diagnosis of where we currently stand in Spain in the process of catering for diversity in CLIL will be provided in light of these results and a future CLIL agenda will be carved out on the basis of these findings.

2025, Porta Linguarum

This article reports on the outcomes of a qualitative study carried out with teachers in four eastern Andalusian provinces (Granada, Almería, Jaén, and Córdoba) into their perspectives on the implementation of CLIL programmes. Data triangulation, methodological triangulation, and location triangulation have all been employed to obtain a comprehensive and representative picture into the way in which CLIL programmes are playing out in this context. After framing the topic against the backdrop of the projects, the paper expounds on the objectives, methodology, variables, and procedure employed in the study. The bulk of the article is devoted to outlining its main findings in relation to the ten main fields of interest which have been canvassed: L2 use in class, L2 development: discursive functions, competence development, methodology, materials and resources, evaluation, teacher training and motivation, mobility, coordination, organization, workload, and overall appraisal of bilingual programmes. Within-group comparisons are also carried out to determine the existence of statistically significant differences within the cohort of teachers in terms of a series of identification variables. A detailed diagnosis of where we currently stand in this process of adaptation to CLIL models is provided and the main lacunae to be addressed in this area are pinpointed.

2025, Language Awareness

This paper provides an introduction to teacher language awareness (TLA) and a personal reconceptualisationof the relationshipbetween TLA and other dimensions of teacher knowledge, revisiting issues discussed in Andrews (2001). In the first part of the paper, knowledge of subject matter is identified as the core of TLA. Given the increased recognition in education that subject-matter knowledge is a key element of teacher professionalism, it is argued that TLA should be seen as equally important for the teacher of language subjects. The middle part of the paper outlines a personal view of the nature and scope of TLA, focusing particularly on the link between knowledge about language (subject-matter knowledge) and knowledge of language (language proficiency), on the metacognitive nature of TLA, and on TLA as encompassing an awareness of language from the learner perspective. The latter part of the paper explores the link between TLA and the professional knowledge of the L2 teacher, drawing on two recent models of teacher knowledge (Tsui, 2003; Turner-Bisset, 2001), and examines the impact of TLA on pedagogical practice. Finally, the paper argues that TLA research and discussion could enhance our understanding of 'what makes our teaching language teaching' (Freeman & Johnson, 1998: 413).

2025, Applied Linguistics

Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers‟ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners‟ emotions, and previous experiences as learners and teachers. This study may expand the current understandin...

2025, Current Research Journal of …

Although current research in English for Specific Purposes places premium on sharpening learners' skills in order to enable them to maximally function in the academic world and beyond, it is still felt that students are bereft of basic language concepts. This paper, therefore, reports a preliminary investigation of first year Communicative Skills students' knowledge of parts of speech at the University of Cape Coast, Ghana in November, 2010. Three hundred and fifty (350) students were selected based on a multi-staged sampling method and were asked to respond to a two-pronged instrument. Using an action-driven research design, we examined whether students' gender and programmes of study have an influence on their performance in parts of speech. Key results showed that students who offer Communicative Skills have an abysmal knowledge of parts of speech, and that there was no significant difference among students' programmes of study and their performance in identifying parts of speech. We also found that there was no statistically significant difference between students' gender and their performance on the test. Given these findings, we recommend that a second look be given to the Communicative Skills curriculum of the University of Cape Coast, while encouraging similar studies in other universities.

2025, Studies in Second Language Acquisition

Although linguists often employ "native-language influence" as a shorthand for language transfer, most are well aware that crosslinguistic influence can come not only from the first language ~L1! but also from the second language ~L2! in cases where the target language is the third language ~L3!+ Even so, there remains the question of just how similar the acquisition of L3 ~or L4, etc+! may be to what is, strictly speaking, L2 acquisition+ This question naturally intersects with the complexities of crosslinguistic influence, and the study of transfer beyond L2 has received increasing attention in the past 10 years or so+ It was high time for a single volume that would bring together many strands of research on the problem, and this one edited by Cenoz, Hufeisen, and

2025, Studies in Second Language Acquisition

2025, The Language Learning Journal

As the department which is the home of VIEWS is progressively recognising its position as the largest organisational unit in Austria which trains English teachers, more research and development efforts are being turned into that direction. This contribution outlines a new research project in this area in order to invite comment and interaction. The structure of this contribution is as follows: section one raises those general questions which represent the underlying rationale, sections 2 and 3 provide the most important aspects of theoretical and disciplinary background. This is followed in section 4 by a more detailed presentation of the research questions and of the research methods used (section 5). The conclusion describes the anticipated results.

2025, Indonesian Journal of Applied Linguistics

The increasing global and local demands to improve English proficiency have been a burgeoning challenge across the entire paradigm and domains. Specifically, in academia, the ability to read English research articles is of paramount importance. Meanwhile, Content Language Integrated Learning (CLIL) implementation has been recognized to be a successful teaching approach. This study aims to estimate the CLIL impact on enhancing the students’ English research article reading skills, enlarging their vocabulary repertoire, and boosting the students’ and instructors’ satisfaction. The focus of the study is on a “research methodology” course for engineering students in Thailand. Throughout CLIL, the language teachers and engineering teachers closely collaborated, designing course materials and developing language activities. To assess research article reading skills and vocabulary knowledge, two sets of similar pretests/posttests were administered. Then, to assess the students’ level of CL...

2025, International Journal of Applied Linguistics

and Business), held a very successful thematic session at the Soliolinguistics Symposium 19 in Berlin. We were very pleased to have our session approved -especially as the Sociolinguistics Symposium has grown into a large and internationally renowned platform for sociolinguists around the world. The call for papers invited contributions on our session topic, Folk linguistics and society: People's ideas about language use and social identity, and was met with an overwhelming response of 35 submissions. Eventually, we managed to hear 19 of them in a tight schedule extending over three days of the entire conference. The papers presented research on non-linguists' perceptions of language in the formation of social identity from various regions of the world and stressed the necessity of taking such views into account in any situation in which decisions about language are made, such as language teaching and language policy and planning. The session finished with a discussion on folk linguistic issues to which we were able to welcome Prof. Dennis Preston, one of the great figures in and founders of folk linguistics and valued member of our network. Both the paper presentations as well as the final discussion attracted a large and interested audience throughout the session. The session showed clearly that folk linguistic research, its interest and its methodologies have firmly established themselves among the approaches in sociolinguistics as well as applied linguistics. Furthermore, it testifies to the successful work of the Research Network over the last seven years.

2025, International journal of english studies, Vol

It should go without saying that language assessment1 and language pedagogy are clearly connected -i.e., that there are clear interfaces between the two. In fact, Davies (1991) claims that language testing, both the British as well as the North American tradition, "grew out of language pedagogy needs":Language testing as practiced today, grew out of the special demands on language assessment of large-scale, on-demand intensive adult language courses in World War 2, which had a similar influence on parallel developments in language teaching materials and methodology (Davies, 1991: 136).Clearly both disciplines are inter-related and affect each other. New theories of teaching and learning may lead to changes in testing practices (Spolsky, 1995) while language tests, especially high-stakes tests, which have a direct impact on students' immediate futures, may affect teaching and learning (Cheng, 1997; Clapham, 2000; Wall, 1996). One fundamental interface of these two field...

2025, European Scientific Journal, ESJ

This article intends to explore the special aspects of Teaching English for Professional Purposes (EPP) and Content and Language Integrated Learning (CLIL) at Plekhanov Russian University of Economics (PRUE), one of the biggest and oldest economic universities in the Russian Federation. The paper adopts both quantitative and qualitative methodology approaches, i.e. it applies statistical data collected during the research and literature review in order to highlight the benefits and opportunities of both approaches as well as the problem areas in teaching professional English at the university level. It also focuses on the controversies faced by EPP and CLIL teachers and investigates how well current programmes and curricula satisfy both the teachers' and students' needs. The paper advocates that only integrated interdisciplinary approach between language and academic subject studies can result in synergy needed to prepare highly-qualified specialists in a particular field of economics.

2025

Content and Language Integrated Learning (CLIL), or the use of a foreign language for the instruction of content based disciplines, has existed in different forms for many years, mostly in countries with a bilingual or multilingual population. In the case of Europe, the need of a single market and the common policy of promoting multilingualism have led to the more and more widely spread adoption of CLIL in all levels of education. The Commission of the European Communities’ (1995) White Paper entitled Teaching and Learning: Towards the Learning Society marked the beginning of a series of educational experiences in different European countries, which helped the CLIL concept take shape. Since then, the increasing number of projects, thematic networks, stay-abroad programmes, publications and international conferences demonstrate its expansion and importance for all those involved in education, from parents and teachers to learners and policy makers.

2025, Conceptualising Integration in CLIL and Multilingual Education

2025

Vysokoškolská učebnica bola schválená Edičnou radou Univerzity sv. Cyrila a Metoda v Trnave a vedením Filozofickej fakulty Univerzity sv. Cyrila a Metoda v Trnave.

2025

This paper aims to determine which variables exert the greatest influence on the quality of bilingual education and favour good results by considering the perceptions of participating CLIL teachers’ and students’. For this purpose, a questionnaire with sixty two items was designed (Appendix 1) and administered to a sample of 409 students in their fourth year of compulsory secondary education (201 university students enrolled in the bilingual programme offered by the University of Granada School of Education and 73 CLIL and TEFL specialists (29 teachers and 44 professors). The results obtained show that secondary students give priority to the teachers’ L2 level, linguistic exchanges with other schools, teacher commitment to the CLIL programme, living in English speaking countries and student interest and motivation. The university students pursuing the teaching degree at the University of Granada share the importance given to all these factors but, in addition, they highlight the imp...

2025, European Journal of Language Policy

2025, The European Proceedings of Social and Behavioural Sciences

The present paper gives an account on the results of a desk research carried out within the Erasmus + funded project C4C -CLIL for Children on successful CLIL models adopted in primary schools. As Romanian primary schools are concerned, our research revealed a few CLIL models, which depend on aim, context and desired outcomes. The CLIL methodology is/has been used either in short thematic units (modules) using the foreign language as a working language, involving rather little time within the curriculum, or, it may involve long or short-term exposure, as typical of some private primary schools which may offer a part of their curriculum in the target foreign language. The choice of the CLIL model in practice also depends on other aspects, such as children's age, level of education, school timetable, context of instruction, teachers' training and expertise on CLIL, language command, etc. In addition to the desk research, the Romanian partner carried out a survey asking teachers, educators and other participants involved in primary education on the models of CLIL they have implemented in their schools, in order to have a clear overview before developing a training course and lesson modules within the project.

2025

Dažnai manoma, kad mokymasis -tai mąstymas ir veikla. Tarkim, tai tiesa. Tuomet klasė turėtų būti mąstymo ir aktyvios veiklos vieta. Ką moky tojai privalo žinoti ir kokį poveikį daryti, kad klasė taptų mąstymo ir akty vios veiklos vieta? Kur ieškoti būdų, kurie ne tik palengvintų matematikos mokymą bei mokymąsi, bet ir galėtų skatinti mokinių norą pažinti, tyrinėti, formuotų vertybinį požiūrį, skatintų savarankiškumą ir kūrybiškumą? Ko kius metodus tikslinga taikyti per matematikos pamokas, kad mokytojas galėtų ugdyti kritiškai mąstantį žmogų, gebantį svarstyti esminius žmogaus egzistencijos klausimus, atsakingai daryti sprendimus ir savarankiškai veikti? [7,p.7]. Siame darbe nagrinėjamos įvairių metodų, skatinančių mokinių aktyvu mą, lavinančių kritinį ir kūrybinį mąstymą, taikymo per matematikos pa mokas galimybės. Matematikos mokymosi aspektu trumpai aptariami mo kymo būdai, minimos rekomenduojamos matematikos temos, kurias dės tant sėkmingai taikomi atskiri metodai. Daugelį šių būdų matematikos mo kytojai, dalyvaujantys tarptautiniame projekte "Kritinio mąstymo ugdymas skaitant ir rašant", jau sėkmingai naudoja. Tyrimo tikslas -panagrinėti veiksmingai taikomų aktyvaus mokymosi būdų ir metodų galimybes ugdant matematinį mąstymą bei mokant kritiš kai mąstyti. Tyrimo objektas -mokymosi būdų ir metodų taikymas per matemati kos pamokas. Tyrimo metodai: mokslinės literatūros analizė, pamokų stebėjimas, in dividualūs pokalbiai. Tyrimo rezultatų analizė. "Kritinio mąstymo ugdymo skaitant ir rašant" (KMUSR) projekte daugiausia dėmesio skiriama klasės mokymui, skati nama į jį įtraukti pratimus, kurie padėtų mokiniams aktyviai dalyvauti mo kymosi procese. Kad mokiniai taptų visą gyvenimą efektyviai besimokan-

2025, ELT Journal

Content and language integrated learning (CLIL) has become a well-known term for foreign language teachers and language researchers. A little more than a decade ago, it was a term unheard of in most staff rooms or professional conferences. This paper seeks to define CLIL and to look into the reasons that have propelled it to widespread adoption. Important success factors of CLIL programmes will be presented, as well as research results relating to its impact. Finally, concerns about CLIL will be addressed and a way forward for the approach will be roughly sketched.

2025, LAPLAGE EM REVISTA

This article is devoted to CLIL model (Content and Language Integrated Learning) in Kazakhstani school system and experience of training as well as retraining center in the content of multilingual education. The purpose of the article is to discuss the experience of CLIL teachers in the implementation of CLIL approach via teaching methods and techniques. At present, secondary schools have a number of problems in implementing content and language integrated learning (CLIL) such as the level of proficiency in a foreign language among subject teachers and lack of methodological competence. In conclusion, teaching staff face a few problems that require finding effective ways to prepare and design teaching materials for the CLIL class.

2025, BULLETIN Series of Pedagogical Sciences

Modern higher education has always been relevant in improving interdisciplinary communication and integration. The essence of integration is determined in the creation of an inseparable whole. CLII-integrated subject-language approach is used quite often to describe the method of teaching a subject using a foreign language tool, the main purpose of which is to master the subject and improve language skills in a foreign language. In accordance with the requirements of the time, the education system is being improved, giving a comprehensive picture of new facets, and the content of education is being updated and complicated every day. This innovative approach requires the ability to supplement the content of education, develop the education system in accordance with modern requirements, and transform various methods and methods of organizing training. CLIL technology allows you to conduct classes by combining a number of theories and approaches used in different educational contexts.Using some elements of the CLIL approach, a professionally -oriented English textbook was compiled. The paper presents a model of the lesson, how to create it and evaluates the scope of the model of action research. Using the textbook students will be able to learn the target language more effectively and apply in practice.

2025, RELC Journal

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 discussion that critically examines CLIL in relation to its core construct of integration between content and language learning. In particular, the phrasing of ‘content and language integrated learning’ gestures towards viewing language and content as separate entities. With these fundamental issues in mind, we discuss ways in which translanguaging pedagogies can provide a fruitful direction towards a critical integration of content and language learning in multilingual settings. With a view to contributing to a dynamic integration of content and language learning, we argue that CLIL pedagogies informed by translanguaging allow fluidity in me...

2025, Global Educational Studies Review

There are different teaching-learning methodologies being used by practitioners. Content and Learning Integrated Learning (CLIL) is one of the emerging language teaching methods. This method is a dual-learning approach which focuses on language learning and content knowledge at the same time. The present research study is about CLIL's impact on the students' speaking proficiency at the primary level in Khyber Pakhtunkhwa. The researchers selected grade fifth students for the research. The respondents of the study were 24 in number, divided into two groups, i.e., experimental and control groups. The pre-speaking test was administered to both groups before the intervention. After the pre- speaking test, the experimental group was intervened with the CLIL method. The data analyzed through SPSS showed a significant difference between the scores of post-tests of the control and experimental group. Similarly, very little difference was found in the results of the pre-test and post...

2025

This chapter provides the procedure of doing the study. There are four sections that will be discussed in this chapter. The first section is the research questions. The second section is the research methodology which involves the method used and how the study is carried out. The research site, participant and data collection will be discussed in the third section. Meanwhile, the last section is about analysis of the data and the interpretation. Qualitative study is employed in this research to gather a clearer picture and deeper understanding of the use of L1 in EFL classroom as well as teachers and students' perspective on it. Qualitative study, as stated by Fraenkel and Wallen (2006), refers to research study where the researcher intends to examine the quality of relationships, situation, activities, or materials, and then gives holistic description in detail of everything that goes on in that particular situation. In addition, the type of qualitative methodology used is descriptive case study. According to Yin (2003), descriptive case study is usually used to describe an intervention or phenomenon and the real life context in which it occurred (as cited in Baxter and Jack 2008).

2025

This study aims to investigate the use of bahasa Indonesia as mother tongue (L1) in the classroom and to examine teachers and students’ perspectives on it. Forty six students of grade seven from two different classes and two English teachers in a junior high school in Bandung were involved as the participants. This study employed qualitative method, and the data were gained through classroom observation, interview to the teachers, and questionnaire done by the students. The findings reveal that the use of bahasa Indonesia may facilitate learning especially in elaborating grammar rules, giving instructions, checking understanding, explaining new vocabulary, and making jokes. The teachers and the students’ perspectives on the use of bahasa Indonesia in the classroom are generally positive since the teachers in the interview claimed that bahasa Indonesia may enhance students’ understanding, and the central tendencies of students’ answers on the questionnaire are mostly above 61%. Penel...

2025

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate...

2025

Introduction Here I mainly explain how the idea of this study came to my mind, justifying the reasons which drove me towards this study, explaining the research aims and why they are so relevant. I end up this point with the basis of the CLT method. Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students' skills in English as the same time as they learn content from other areas. Theoretical Framework In this part of the study I research about CLIL Approach: CLIL Origins: Mohan's Knowledge Framework, What is CLIL, Special Educational Needs Studen...

2025, HISPÁNICA, N. 68

Con el objetivo de desarrollar la competencia comunicativa en español y
competencias genéricas de los estudiantes de cuarto curso de la Licenciatura de
Estudios Hispánicos, se implementó un curso basado en el aprendizaje basado en
proyectos (ABP) y con un enfoque humanista hacia el mundo de la empresa. En
el presente estudio, para evaluar la efectividad del curso, analizamos cómo los
estudiantes interpretan y explican la influencia de esta metodología didáctica en
su aprendizaje y las dificultades que han encontrado. Para ello, los estudiantes
contestaron un cuestionario al finalizar el curso y se ha realizado un análisis de
contenido de sus respuestas. A partir de los resultados, consideramos de qué manera
ABP puede contribuir al aprendizaje en un curso universitario de ELE en Japón.

2025, PEDAGOGIES: AN INTERNATIONAL JOURNAL

Speaking and writing skills are essential communication skills for
engineering students to excel in academic classrooms and professional
workplaces. This study examines the effects of co-teaching
(CT) on engineering students’ learning outcomes in oral presentations
and report-writing skills and students’ perceptions of their
learning experience in a CT classroom, as compared to the traditional
solo-teaching methods. A mixed method approach was
employed, combining a true experimental design with pre-and
post-tests, reflection papers, and a focus group discussion. Seventyeight
engineering students were randomly selected into three
treatment and one control groups: 1) CT group (n = 20), 2)
Engineering instructor (EI)-led (n = 21) group, 3) Communication
skills instructor (CI)-led group (n = 22) and 4) Control group (n =
15). The results showed that CT provided a positive learning experience
for engineering students, though it did not show any significant
effect on speaking. Nonetheless, the CT method significantly
outperformed the EI method in writing. Participants perceived CT
positively in enhancing their learning experiences in promoting
engagement in learning, reinforcing language awareness for specific
purposes, and enhancing metalanguage use. In this way, this
study offers insights into CT as a pedagogical tool for speaking and
writing in an engineering context.

2025, International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE)

This paper review evaluates the effectiveness of Content and Language Integrated Learning (CLIL) in improving language skills among primary school students. The study utilized a large sample and reliable tests to ensure accurate and consistent results. It found that CLIL significantly enhances spoken production and interaction skills, but shows limited impact on reading, writing, and listening competences. The research highlights the strengths of CLIL in promoting oral language skills, while also pointing out its limitations due to the short duration of exposure and regional focus. The study did not consider factors like students' motivation or prior language proficiency, which could influence the outcomes. To improve the understanding of CLIL's effectiveness, future research should involve longer exposure and a more diverse participant pool, and account for additional influencing factors. This would help determine whether the benefits observed in spoken production and interaction can be extended to other language competences with more prolonged and varied implementation. Additionally, considering factors such as students' motivation, prior language skills, and socioeconomic background could provide a more comprehensive understanding of how CLIL impacts language learning. Despite its limitations, the study provides valuable insights for educators and policymakers. It underscores the potential of CLIL to enhance speaking skills in young learners, which is crucial for their overall language development. The detailed analysis of various language competences and specific indicators within each competence contributes to a more nuanced understanding of CLIL's impact. This information is essential for shaping future educational strategies and interventions aimed at optimizing language learning outcomes. Overall, the study makes a significant contribution to the field of language education by offering a detailed analysis of CLIL's impact on primary school students.

2025, Philologia Estonica Tallinnensis

Content and language integrated learning (CLIL) has been employed in Estonia and worldwide for decades. This methodology involves teaching academic subjects in a foreign or second language and enables learners to develop their subject knowledge, language skills and cognitive abilities. Oftentimes, both subject teachers and language teachers are involved in CLIL instruction, and its efficiency depends on collaboration between the educators. The study aims at pinpointing the factors that facilitate or hinder deep-level cross-curricular teacher collaboration in the Estonian CLIL context as well as the outcomes of such collaboration. The interviews with in-service teachers (12) who had taken part in a CLIL tandem teaching project allowed for the identification of 26 facilitators distributed across 7 levels (structural, personal, organisational, CLIL-, group-, process-and guidance-related) and 13 barriers distributed across 4 levels (structural, personal, organisational and group-related). The teachers perceived the collaboration as beneficial to them and their pupils, and the factors facilitating it were mentioned more frequently than hindering ones at all levels except the organisational one. Therefore, the findings of this study suggest that the organisational level barriers should be primarily addressed while designing deep-level collaborative experiences for teachers.

2025, Qualitative Research in Education

An ever-increasing need for a bilingual education in globalized societies have set new challenges for all stakeholders from ideological (monoglossic vs heteroglossic) as well as methodological perspectives. Teachers’ persistent interest in different forms of bilingual education has attracted us to explore the potential of Content and Language Integrated Learning (CLIL) as a means of attaining a bilingual education in the second decade of the 21st century, especially the professional development of teachers who work in the given context. In this study, narrative analysis is employed to investigate how teachers’ explicit meaningful experiences lead a teacher to become a CLIL teacher in the Estonian educational settings, and disclose the factors shaping this process. The results reveal a variation in the teachers’ meaningful experiences driven mostly by their context – the type of bilingual program, the status of the foreign language, school support for collaborative practices - as wel...

2025, ELT Journal

lengua adicional que se identi ca bajo el acrónimo CLIL en inglés y AICLE en castellano. 1 El volumen se divide en ocho capítulos que intentan tratar temas

2025, FACT Journal Issue 40

This FACT Journal is entirely dedicated to the sphere of CLIL for Very Young Learners and you will find in it work from two visiting groups of preschool teachers from France and Italy to our course at Anglia School on Putting CLIL into Practice, as well as a contribution on tips for bringing content into the young learner class from a colleague in Spain. This is part of our Jubilee 25th Anniversary Year of the FACT Journal.

2025

Content and language integrated learning (CLIL), an approach in which school subjects are taught through a foreign language, has become popular especially in Europe. Its results in content and language learning are generally good but CLIL is laborious for the teacher mainly because almost no CLIL materials are available. Searching for, adapting and preparing suitable materials is time-consuming and may require special competencies. Materialsrelated support is a prerequisite of successful CLIL programs. This can take the form of producing materials, establishing materials banks, facilitating the sharing of materials or training teachers in materials development. Information is needed on the actual processes employed by teachers in CLIL materials development. The aim of this study was to examine the materials development process of CLIL teachers when preparing materials for their own pupils. Three CLIL teachers were asked to prepare materials while thinking aloud. The think-aloud protocols were analyzed on two levels: largescale stages and individual actions. Four common stages were found: 1) reading design brief, 2) topic planning, 3) materials preparation and 4) lesson preparation. The materials preparation stage, which included both planning and preparation, varied considerably between teachers. Their approach could be described as either activity-oriented or materials-oriented. Three types of materials design behavior were found: design-related, information-related and design process -related. CLIL materials is an important topic that merits more research attention in the future.

2025

2025, Revista de la Asociacion Colombiana de Ciencias Biologicas

El cáncer es una de las principales causas de morbilidad y mortalidad en el mundo, en el 2015 se le atribuyeron 8,8 millones de defunciones. Es por ello que se busca generar alternativas de solución a este problema mediante la utilización de plantas, que sean fuente de obtención de nuevos metabolitos secundarios con actividad biológica. El extracto etanolicos de hojas secas de Bauhinia pauletia Pers., y la subfracción de éter mostraron actividad citotóxica frente a la línea celular de cáncer de mama MCF7. En la composición fi toquímica de los extractos obtenidos de las hojas se identifi caron alcaloides, fenoles y fl avonoides citotóxicos. Se identifi caron metabolitos como el acido p-hidroxibenzoico, acido cafeico, acido p-coumarico y acido ferulico, captadores de radicales libres y por lo tanto antioxidantes. Palabras clave: línea celular MCF7, Bauhinia pauletia Pers., p-hidroxibenzoico, ácido cafeico, acido p-coumarico, ácido ferulico, cáncer de mama.

2025, Magister

Content and Language Integrated Learning (CLIL) is an innovative approach to foreign language learning based on the integration of language with (non-language) content in a dual-focussed learning environment. This article addresses teacher training in the framework of CLIL, focusing on the speciÞ c needs and challenges for CLIL teachers. It also approaches the question of the existence of an "optimal proÞ le" for these teachers, which is strictly linked to the educational stage we are working with. Moreover, the existing gap between the theoretical tenets of CLIL methodology and its application in the classroom is identiÞ ed as a clear barrier in teacher training, which has to be addressed by building-up learning environments that allow for the exchange of knowledge and results. In this sense, this paper suggests creating university-school partnerships that serve as a breeding ground for transferring knowledge and exchange relevant information and results within the teaching community.

2025, conference paper

В современной образовательной среде значительное распространение и популярность среди преподавателей иностранных языков обрел подход CLIL (Content and Language Integrated Learning или предметно-языковое интегрированное образование).

2025, Conference paper

2025, Educational Technology & Society

This study investigated the use of virtual chatbots in a 3D multiuser virtual environment (3D MUVE) to enhance the communication skills of Chinese as a foreign language (CFL) learners. Several virtual chat agents, developed using pattern matching techniques and embedded in Second Life, created a blended learning environment in which CFL learners completed authentic language tasks through scaffolded self-directed learning (SDL). The chatbots were able to interact with the learners, answer their questions, and provide guidance as needed. A mixed methods approach was used to collect quantitative and qualitative data from 49 Chinese Studies students at an Australian university. Quantitative data was collected using a one-group post-test only design where learning outcomes were assessed using a Moodle post-test. Qualitative data included log data of students' activities in Second Life. After a whole-class lesson, students logged into Second Life to complete assigned tasks supported by progress indicators and scaffolding for different activities. Results indicated that CFL learners improved their communication skills and reduced errors caused by their native language. The combination of virtual chat agents and a scaffolded SDL context seemed to effectively support CFL students' interpersonal communication skills while reducing vocabulary and sentence structure errors.