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

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

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, 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

Sociocultural theory suggests that knowledge is a cultural construct initially co-constructed on the social plane, before being internalised by learners. From this perspective the teacher in the subject classroom represents a cultural body of knowledge and is responsible both for the mediation of this knowledge to learners, as well as the apprenticeship of learners into a particular knowledge community. The primary tool in this approach is language. This approach therefore offers a potentially powerful foundation for the construction of subject matter in the CLIL classroom, differing quite significantly from the socio-cognitive approach represented in the 4Cs principles of practice (Mehisto, Frigols & Marsh; 2008). On the basis of the sociocultural approach, a CLIL-specific pedagogical model has been specifically developed to support subject matter CLIL courses in secondary education. This particular CLIL model is being used to develop a number of CLIL courses in a lower secondary s...

2025, Apples - Journal of Applied Language Studies

Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher education and novice teachers, with little research being conducted on either experienced or foreign language teachers. This study explores emotions in Content and Language Integrated Learning (CLIL) teachers’ work and their role in identity negotiation. The data is based on interviews with thirteen CLIL teachers working at six different primary schools around Finland, while the analysis draws on Meijers’ (2002) model of identity as a learning process. According to this model, a perceived boundary experience usually generates negatively accented emotions, which are negotiated in light of one’s professional identity by means of two complementary processes, i.e. intuitive sense-giving and discursive meaning-giving. The predominant emotional experiences that were ident...

2025, International Journal of Bilingual Education and Bilingualism

Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers' work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attention to the classroom, professional relationships and the wider sociocultural environment. Findings showed that language, classroom-related tensions and temporal, material and developmental resources were perceived as tensions limiting teacher agency. In contrast, autonomy, openness to change, teacher versatility, and collegial community were found to support teacher agency. The study concludes with practical implications for teacher education, practicing teachers and future research.

2025

This theoretical paper offers a reconceptualisation of talk in CLIL based on sociocultural and dialogic theories of education. Building on these educational theories and the experiences of an on-going CLIL project, this paper presents a... more

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.

2025, Educational Research Review

Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014-2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

2025, Writing skills developed through Language Integrated Content Habilidades de escritura desarrolladas a través del contenido integrado de lenguaje Habilidades de redação desenvolvidas por meio do conteúdo integrado à linguagem

The aim of the study is to find out writing skills for business purposes that can be developed through Language Integrated Content. This was a exprimenal study and data was collected by questionnaires. To conduct this research, 20 teachers were selected as statistical sample. the results showed that there is significant difference in the performance of the students in the experimental group in which the CLIL was used. Students in the control group were taught features of business writing in the traditional way. Some sample business letters were also shown to them. Language teachers had a definitely positive attitude towards CLIL. They were prepared to create content with deliberate integration of desired language items or ready to identify content from various subjects that are packed with language items.

2025, International Journal of Evaluation and Research in Education (IJERE)

Distance education offers an alternative to traditional teaching methods, particularly online courses. During the pandemic, the role of information and communication technologies in the field of education has increased and is used to organize both synchronous and asynchronous learning. However, not all information and communication technology (ICT) tools and platforms provide the necessary functionality for developing online courses in the direction of language integration. This article discusses the issues of creating a multilingual online course of physics in English with the necessary language support and additional functions for the development of students’ academic language. The study used such methods as a survey, focus groups, analytical and descriptive methods, and empirical research. The key features of the developed course are the use of various types of content and methods for assessing both subject and language knowledge and skills. The presented survey results, data on summative assessment (SE), and trial testing show the effectiveness of the developed course modules. The conclusions and results described in the article will be useful to teachers of natural sciences in general education and private schools, especially those using international programs, deputy directors, as well as teachers who teach their subjects in a second or third language.

2025

Resumen La comprensión de las prácticas pedagógicas de los profesores que actúan en los programas de retención estudiantil en la educación superior se hace necesaria para la consecución de objetivos institucionales. El presente artículo tiene como objetivo estudiar y comprender la organización de los programas de retención de estudiantes y de las prácticas pedagógicas de los profesores universitarios en la Universidad del Rosario (Colombia) y en la Universidad Federal do Rio GrandeFURG (Brasil). Esta es una investigación cualitativa, desarrollada en el marco de los estudios comparados, cuyos datos se recolectaron y se analizaron desde las narrativas, por medio de la aplicación de entrevistas a 10 profesores de dichos programas. Se concluye que en primer lugar, las prácticas pedagógicas de los profesores de los programas de retención están enfocadas a generar autonomía en el aprendizaje. En segundo, la percepción de curso de refuerzo que guía la práctica del docente orienta el proces...

2025, Perspectives of Science & Education

The problem for the research. Listening skills are important for a modern person in many areas of life: at work, at
home, travelling the world, etc., when immersed in the social space of culture in the fullness of its spiritual meanings.
However, in school teaching of foreign languages, there is a contradiction between the large reserve listening
capabilities in achieving students’ personal, metasubject and subject educational results in a foreign language and
the established practice of teaching this type of foreign-language speech activity, where there are many difficulties
associated with students’ perception and understanding of foreign-language information by ear.
Methods of investigation. 50 ninth-graders of secondary school named after S. S. Rakitina in Murashi, Kirov Region
(Russian Federation) took part in pilot testing. To obtain personal learning results, the “Methodology for studying the
motivation of teaching older adolescents” was used; metasubject – L. F. Tikhomirova’s “Exclude the word” method;
subject (in the field of foreign-language listening) – the method for calculating the success rate of V. P. Bespalko and
A. N. Shamov. The results were processed using the G–criterion of signs.
The findings of the study. The final control revealed an increase in the level of proficiency in personal learning
outcomes in 40 % of ninth-graders; metasubject – in 45 %; subject – in 61 %. The reliability of the presented results is
confirmed by the use of mathematical statistics methods for personal, metasubject and subject results. The results of
calculating the criterion of G-signs in the experimental group: G_(emp.)is above ≤ G_(cr.): 0 ≤ 3 for personal, 0 ≤ 5 for
metasubject and subject results (p < 0.05).
Conclusion. The purpose of the study is achieved: the article describes the characteristics and proves the effectiveness
of using the problem-oriented stimulus in the process of teaching foreign-language listening in a secondary school
(based on materials from the senior stage in secondary school). The theoretical foundation and testing of a set of
exercises for teaching students foreign-language listening using the components of the problem-oriented stimulus led
us to the conclusion that the presented exercises contribute to the formation of personal and metasubject universal
educational actions of students, increases the level of their proficiency in the oral receptive type of foreign-language
speech activity.

2025, Res Humanitariae

This case study involved Lithuanian university students and aimed to learn about their preferences for feedback in their EFL classes, as feedback is important for the improvement of their linguistic skills. The students filled in an anonymous online questionnaire containing open and closedended questions that focused on the form, focus, types, source, frequency, timing of feedback, the types of errors it should cover, and other relevant aspects of feedback, such as feelings related to feedback in the English classroom. The findings reveal that the students prefer teacher feedback focusing on language, content, organisation, and work in progress. Such feedback should be both positive and negative, provided either in English or Lithuanian or both. The form and type of feedback are not important, but individual feedback is preferred over collective feedback. All or the most frequent errors should be corrected either after the activity or straight away after they occur.

2025, Author eBooks

This article explores textbook writers' perspectives on theoretical frameworks in beginning and intermediate Chinese textbooks. Four prominent textbook authors were interviewed, and modified structured interviews were used. Interview data reflect the following three trends. (1) Four textbook authors had different foci in applying in their textbooks widely accepted principles of second language acquisition and approaches to second language teaching. (2) While all four textbook authors guide the teaching of language structures by communicative functions and relate the teaching with culture, they use one of the two methods in the process: practicing language structures and then completing communicative activities or completing communicative activities to learn grammatical structures. (3) The four textbook authors show distinctive features in their textbooks: grounding communicative Chinese language instruction in U.S.-specific language, educational and social contexts; enabling communication through setting up frameworks of language structures; developing proficiency by providing relevant materials in practical and manageable steps; motivating students by engaging them in communicative activities. Pedagogical application of the above findings in teaching Chinese as a foreign language is discussed.

2025

The paper presents data analysis from qualitative research carried out with students and teachers in evening schools in Bulgaria. Its aim is to identify their place and significance in the educational ecosystem, in the process of lifelong learning, as well as the problems and challenges they face. The methodology of the research combines conceptual content analysis of a selected sample of 121 publications, indexed in worldwide databases, laws and ordinances, as well as 7 focus group discussions, comprising students and teachers from three of the four evening schools in Bulgaria. The beginning introduces a short historical review of the emergence and development of evening schools and their current state. The essence of the educational ecosystem is clarified, as well as its characteristics related to the way evening schools function. The paper presents possible approaches towards modernization and change in the regulatory framework and organization of the educational process in evening schools corresponding to the contemporary conditions that require the enhancement of sustainability of the educational ecosystem among whose subjects are evening schools.

2025, Journal of Immersion and Content-Based Language Education

Under the label of Content and Language Integrated Learning (CLIL) the teaching of curriculum subjects through the medium of a foreign language has become a widely accepted feature in mainstream education systems in Europe and other parts of the world. After contextualizing its subject matter in CLIL research as a whole, this article focuses on research into classroom discourse. In order to unravel the complexities involved, three different takes on CLIL classroom discourse are discussed as an evidence-base for (a) language learning, (b) language use and social-interactional aspects of L2-interaction, and (c) processes of knowledge construction in and through a second or foreign language. The article concludes with an outline of requirements for further research in the area.

2025, Needs Analysis of Language Teacher Training (NALTT): A European Perspective

Documento científico-técnico disponible en http://138.4.83.162/mec/ayudas/CasaVer.asp?P=29~~450,
elaborado como resultado de la investigación desarrollada en el marco del proyecto “NALTT (Análisis de necesidades de formación del profesorado de lenguas: Una comparativa europea / Needs analysis of language teacher training: A European perspective)”, financiado por el Ministerio de Educación (Subvenciones para la realización de acciones con cargo al Programa de Estudios y Análisis, destinadas a la mejora de la calidad de la Enseñanza Superior y de la actividad del profesorado universitario, ref.
EA2010-0087) y ejecutado desde el 17 de octubre de 2010 hasta el 30 de septiembre de 2011.

2025

This talk apprises about the NEP 2020 perspectives and the integration of Indian languages and IKBS during curriculum development