Abstract Research in Content and Language Integrated Learning (CLIL) is beginning to examine learners’ development of bi-/multilingual disciplinary literacies (BMDLs). Digital technologies play a key role in this process, yet little is known about how teachers integrate them in CLIL mathematics classrooms. This article presents a comparative case study of two secondary mathematics teachers: one in an English-medium school in Spain, the other in an Irish-medium school in Ireland. Data were generated through semi-structured interviews and resource-stimulated recall sessions, and analyzed thematically within and across cases. Findings show that tools like Desmos, GeoGebra, GimKit, and Quizlet supported distinct literacies — procedural, graphical, modeling, and terminological — but their effectiveness depended on teachers’ technological pedagogical content and language knowledge (TPCALK). While digital tools increased engagement and multimodal reasoning, their monolingual design constrained bilingual scaffolding. The study concludes that BMDL-sensitive design and explicit attention to language are essential in CLIL mathematics pedagogy and recommends further classroom-based research.
This study examines how 25 Thai lower secondary students with limited English proficiency engaged with their first experience of Content and Language Integrated Learning (CLIL) in a logistics-focused lesson. Using video-recorded lessons and classroom observations, the study explores students' comprehension, participation, and communication across eight sessions. The findings show that students successfully completed visually supported and procedural tasks but struggled with language-intensive activities requiring explanation, classification, or justification. Students frequently relied on Thai and translation tools to manage these challenges, indicating a clear gap between their understanding of the content and the academic English needed for disciplinary communication. The study highlights the importance of gradual task sequencing, explicit language scaffolding, and purposeful L1 integration to support early-stage CLIL implementation. Implications are offered for designing realistic, language aware CLIL instruction that aligns with the needs of low-proficiency
This mixed-methods study explored how Swiss primary school students assigned to three different English attainment levels perceived their learning in CLIL (Content and Language Integrated Learning) along the influential 4Cs framework. The approximately 100 students self-assessed their learning regarding the four relevant aspects of the framework (C-Communication, C-Content, C-Cultures, and C-Cognition) with a specifically designed questionnaire. Additional focus group interviews were conducted with selected students. The findings suggest that the perceptions of C-Communication, C-Content, and C-Cultures were generally positive and did not significantly differ across attainment levels, indicating that all students, regardless of their level of English, perceived learning benefits in these three dimensions. The low-attaining students, however, rated the cognitive activation related to C-Cognition significantly differently. The study underscores the need for differentiated scaffolding to enhance CLIL's inclusivity and effectiveness.
Using plurilingualism as a theoretical framework, this study investigated the experiences and perceptions of children, who spoke home languages other than Irish or English, on learning Irish and being educated in Irish immersion (IM) education. Data were collected from four focus groups (n = 15) and one paired interview (n = 2) with children in five IM primary schools. Findings from this small group of children relayed positive experiences of both learning Irish and IM education. Children shared plurilingual perspectives of language learning, where they viewed Irish as a kind of linguistic capital and all the languages in their repertoire as assets for communication and learning. Use of particular languages was mostly separate across linguistic domains and children had little opportunity to use home languages in school. Children from linguistically diverse backgrounds are underrepresented in IM immersion. The paper prompts consideration of how to support student diversity and plurilingual approaches within immersion programmes.
Within CLIL contexts, one area of vocabulary which has recently been suggested to be of extreme value is Lexical Availability (LA). However, previous research has generally used general prompts rather than those which address subject-specific vocabulary (SSV) and focused largely on quantitative aspects. To this effect, this study uses qualitative tools to analyse the LA of Spanish adolescent CLIL learners using a prompt which is related to the content they have studied: Economy & Money, focusing on the most readily available and non-shared words and word level and frequency. Results reveal clear advantages following exposure to SSV in CLIL, in terms of both level of vocabulary and lexical sophistication. The study supports suggestions that LA is an efficient way to investigate which vocabulary is needed in CLIL, and to assess this vocabulary to ensure students have the necessary language needed to succeed in this context. Recientemente, se ha destacado en un contexto de AICLE que la disponibilidad l & eacute;xica es de suma importancia. Sin embargo, los estudios que investigan la disponibilidad l & eacute;xica en un contexto AICLE han empleado en general centros de inter & eacute;s que no est & aacute;n relacionados con el vocabulario espec & iacute;fico de la asignatura. Hay tambi & eacute;n una falta de investigaci & oacute;n cualitativa en la disponibilidad l & eacute;xica, a pesar de los beneficios de esta investigaci & oacute;n en el estudio de vocabulario tem & aacute;tico. Por lo tanto, este estudio investiga de manera cualitativa la disponibilidad l & eacute;xica de alumnos adolescentes que cursan asignaturas de AICLE, con un centro de inter & eacute;s relacionado con el contenido que han cursado: econom & iacute;a y dinero. Los resultados revelan claras ventajas tras la exposici & oacute;n al vocabulario espec & iacute;fico, tanto en t & eacute;rminos de nivel de vocabulario como de sofisticaci & oacute;n l & eacute;xica. El estudio indica que la disponibilidad l & eacute;xica es una forma eficaz de investigar qu & eacute; vocabulario es necesario en el AICLE, y de evaluar este vocabulario para garantizar que los estudiantes tienen el lenguaje necesario para tener & eacute;xito en este contexto.
The present study examines the impact of intensity of CLIL programmes on primary school students' communicative appropriateness in writing. It also addresses the influence of language exposure beyond the CLIL classroom, considering two out-of-school activities: watching TV and private tuition. A total of 392 primary school students from three schools in the Valencian Community participated, representing high-intensity, medium-intensity, and low-intensity CLIL programmes. Data were collected through a written task and a questionnaire adapted from Lasagabaster and Huguet (2007). The written task was administered during a CLIL science lesson, and data were coded using a rating scale adapted from Kuiker and Vedder (2017) and Jacob et al. (1981). Findings from the study reveal that the intensity of CLIL programmes has an impact on students' scores in communicative appropriateness in writing. Additionally, the results show that CLIL is beneficial for both language and content learning when high and medium-intensity CLIL programmes are implemented. Moreover, it shows that Extramural English (EE), through watching TV in English and private tuition, benefits CLIL learners, especially those enrolled in low-intensity CLIL programmes. Finally, some pedagogical implications are suggested to enhance learning in CLIL contexts.
Language Learning Mindsets (LLMs) encompass learners' beliefs concerning language learning and how these beliefs can influence their motivation to embrace challenges to learn better. This study investigates the relationship between LLMs and academic success in a fourth-year medical programme at a public university utilising English Medium Instruction (EMI). Using the Language Mindsets Inventory (LMI), the study evaluates the growth and fixed mindsets of 133 students towards language learning. Academic success is measured through grades obtained in courses delivered in English, as well as preparatory English courses, specifically English for General Purposes (EGP) and English for Specific Purposes (ESP). Utilising simple linear regression analysis, the study examined the relationship between the dependent variables, namely growth and fixed LLMs, and the predictor variable, academic success in EMI courses. The findings indicate that both growth and fixed LLMs emerged as statistically significant predictors of EMI academic success. This suggests that students with a growth mindset exhibited enhanced academic achievement in EMI contexts. Conversely, a fixed mindset was inversely related to academic success, and notable gender differences emerged in fixed LLMs. The results underscore the importance of educators receiving training on how to address different LLMs among students. This training can help educators encourage the development of growth mindsets in all learners and support students with fixed mindsets. Policymakers should consider the implications of LLMs when developing educational policies. This may include allocating resources for research on effective mindset interventions and incorporating mindset-oriented approaches into educational policies.
Traditional language teaching has often focused on language in isolation from real-world contexts. However, recognizing the inherent link between language and content, Content and Language Integrated Learning (CLIL) emerged some time ago as a global standard (Goris et al., 2019). Over time, CLIL has evolved and diversified to address new challenges. With current concerns about generative artificial intelligence (AI), global politics, and the role of education, enhancing CLIL with innovative methods that cater to local and global needs is vital. Maker Education, which combines hands-on projects with STEAM content (Science, Technology, Engineering, Arts, and Mathematics), is a practical approach to merge action, knowledge, and skill development. Maker Education's benefits in first language contexts are well-documented, but its application in language learning is still in its nascency. This paper investigates the benefits and drawbacks of integrating Maker Education into CLIL curricula. The results suggest that Maker Education provides linguistic and developmental advantages, complementing CLIL approaches. La ense & ntilde;anza tradicional de idiomas a menudo se ha centrado en el lenguaje aislado de los contextos del mundo real. Sin embargo, reconociendo el v & iacute;nculo inherente entre la lengua y el contenido, el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) ha surgido como un est & aacute;ndar mundial (Goris et al., 2019). Con el tiempo, AICLE ha evolucionado y se ha diversificado para abordar nuevos desaf & iacute;os. Con las preocupaciones actuales sobre la IA generativa, la pol & iacute;tica global y el papel de la educaci & oacute;n, es vital mejorar el AICLE con m & eacute;todos innovadores que satisfagan las necesidades locales y globales. Maker Education, que combina proyectos pr & aacute;cticos con contenidos STEAM (Ciencia, Tecnolog & iacute;a, Ingenier & iacute;a, Artes y Matem & aacute;ticas), es un enfoque pr & aacute;ctico para fusionar la acci & oacute;n, el conocimiento y el desarrollo de habilidades. Los beneficios de Maker Education en contextos de lengua materna est & aacute;n bien documentados, pero su aplicaci & oacute;n en el aprendizaje de idiomas est & aacute; a & uacute;n en sus comienzos. Este art & iacute;culo investiga los beneficios e inconvenientes de integrar Maker Education en los curr & iacute;culos AICLE. Los resultados sugieren que Maker Education proporciona ventajas ling & uuml;& iacute;sticas y de desarrollo, complementando los enfoques AICLE.
This study investigated the roles of gender, English language proficiency, and socioeconomic status (SES) in higher education English Medium Instruction (EMI) academic outcome. 183 Vietnamese business undergraduates participated in the study. Their International English Language Testing System (IELTS) scores in all four skills of listening, reading, speaking, and writing were collected as a measure of their English language proficiency. Their EMI course scores were collected as evidence of EMI academic outcome. A survey questionnaire was also delivered to the participants to collect information about their gender and SES. The results showed that English language proficiency, especially speaking and reading skills, significantly predicted EMI academic outcome. Gender did not have a significant relationship with EMI outcome. As for SES factors, after English language proficiency and gender were controlled for, three SES factors were significant predictors of EMI outcome: mother's occupation (positive effect), father's occupation (negative effect), and family income (negative effect). Neither father's nor mother's level of education showed a significant association with EMI outcome. Implications for EMI pedagogy and policies in higher education will be discussed.
This article describes an exploratory study of bilingual oral language profiles among a diverse group of students in Early French Immersion (EFI), in Ontario, Canada. Participants were 28 EFI students in Grade 4 (9–10 years of age). Oral language components were assessed with measures of comprehension (receptive vocabulary and following directions) and production (recalling sentences and mean length of utterance). Hierarchical cluster analysis was used to identify performance patterns in each language. There were substantial differences between English and French in terms of contrasts between, and consistency within the performance patterns, leading to identification of four bilingual profiles. The findings reinforce the importance of considering multiple language components in both languages in assessing bilingual students. A profiles approach may contribute to our understanding of variability in oral language skills and provide a broader perspective for the study of cross-linguistic interdependence by considering multiple components in both comprehension and production.
Research on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degrees of CLIL intensity, and very few studies considering exposure to extramural English (EE), that is, exposure to English outside of school via informal activities or private lessons. To address these gaps, our study investigates how the intensity of exposure in school and EE impact the reading and listening skills of 219 learners (aged 11–12) of English following high-CLIL ( n = 85), low-CLIL ( n = 82), and non-CLIL ( n = 52) tracks. The results for reading and listening, without considering EE, indicate that the high-CLIL group obtained a significantly higher score in reading, but without significant differences in listening. EE was frequent, particularly among high-CLIL participants, and reading, watching TV, and listening to music positively correlated with scores. Private English lessons were associated with higher scores in the non-CLIL group.
This paper presents primary teachers' and university-based teacher educators' experiences of integrating language and content when teaching physical education (PE) through Irish. Two teacher educators, a language specialist and a content specialist collaborated in professional development (PD) with primary teachers in English-medium (n = 2) and Irish-medium immersion schools (n = 2) to teach two units of PE. A design-based research methodology was adopted in two six-week cycles. Qualitative data were collected from: individual interviews and a focus group interview with teachers, teacher educators' reflective diaries and observation of PE lessons. Successes of the approach were children's enjoyment and language development supported by the pre-teaching of language. Balancing language and content was found to be challenging for teachers in both linguistic contexts. This study suggests that dual-focused collaborative PD and tailor-made resources are necessary to support generalist teachers in navigating the complexity of integrating language and content in CLIL and immersion contexts. D & eacute;antar cur s & iacute;os sa ph & aacute;ip & eacute;ar seo ar an taith & iacute; a bh & iacute; ag m & uacute;inteoir & iacute; bunscoile agus ag oideoir & iacute; m & uacute;inteoir & iacute; a bh & iacute; lonnaithe in ollscoil agus iad ag comhth & aacute;th & uacute; na teanga agus an & aacute;bhair i dteagasc an chorpoideachais tr & iacute; Ghaeilge. Chomhoibrigh beirt oideoir & iacute; m & uacute;inteoir & iacute;, duine a bh & iacute; ina saineola & iacute; teanga agus duine a bh & iacute; ina saineola & iacute; & aacute;bhair i dtionscadal forbartha gairmi & uacute;la (FG) le m & uacute;inteoir & iacute; bunscoile i scoileanna a mh & uacute;in tr & iacute; mhe & aacute;n an Bh & eacute;arla (n = 2) agus i scoileanna tumoideachais l & aacute;n-Ghaeilge (n = 2), le dh & aacute; aonad chorpoideachais a theagasc. Cuireadh modheola & iacute;ocht taighde dearadh bhunaithe i bhfeidhm i nd & aacute; thimthriall de s & eacute; seachtaine. Bail & iacute;odh eolas c & aacute;il & iacute;ocht & uacute;il & oacute; agallaimh aonaracha agus & oacute; ghr & uacute;pa f & oacute;cais le m & uacute;inteoir & iacute;, & oacute; dhialanna machnaimh na n-oideoir & iacute; m & uacute;inteoir & iacute; agus & oacute; bhreathn & oacute;ireacht ar cheachtanna corpoideachais. Buanna a bhain leis an gcur chuige n & aacute; taitneamh agus forbairt teanga na bp & aacute;ist & iacute; mar thoradh ar r & eacute;amhtheagasc na teanga. L & eacute;ir & iacute;onn na tortha & iacute; gur bhain d & uacute;shl & aacute;n le cothroma & iacute;ocht a bhaint amach idir teagasc na teanga agus teagasc an & aacute;bhair tr & iacute; Ghaeilge sa d & aacute; chomhth & eacute;acs. Molann an p & aacute;ip & eacute;ar seo FG dh & eacute;fh & oacute;casaithe chomhoibr & iacute;och, chomh maith le h & aacute;iseanna at & aacute; saindeartha chun tac & uacute; le m & uacute;inteoir & iacute; dul i ngleic leis an gcastacht a bhaineann le comhth & aacute;th & uacute; & aacute;bhar agus teanga i su & iacute;omhanna FC & Aacute;T agus i su & iacute;omhanna an tumoideachais.
The dual focused approach of Content and language Integrated Learning (CLIL) has been adopted across a range of linguistic and geographical regions adding to the complexity and variety of CLIL. The presence of CLIL across different educational communities provides an important opportunity to develop CLIL as a sustainable approach to education if the situated knowledge of CLIL can be harnessed. The comparative study reported here places three cases side-by-side to illustrate how informed discussion can be generated across different educational settings. The particular focus of this study is CLIL teacher education in Finland, England, and Australia. The contribution draws attention to the role of the wider environment in the implementation and development of CLIL, and the value of new insights afforded through a situated approach to theorising CLIL.
This study investigates teachers' and students' perceptions on diversity-sensitive assessment practices in Spanish primary education bilingual programs. A survey was conducted among teachers (n = 297) and students (n = 2,626) to gather data related to teachers' use of feedback, differentiated assessment tools, and the provision of extra time during exams to respond to students' needs. The findings suggest that teachers have a more positive perception of their ability to address heterogeneity in assessment than students, who emphasize the need for enhanced diversity measures. The impact of variables, such as type of teacher, school or bilingual program, on teachers' attention to diversity in assessment is also analysed. Este estudio investiga la percepci & oacute;n de profesores y estudiantes sobre la atenci & oacute;n a la diversidad en la evaluaci & oacute;n en programas biling & uuml;es de educaci & oacute;n primaria en Espa & ntilde;a. Mediante una encuesta a profesores (n = 297) y alumnos (n = 2.626) se recab & oacute; informaci & oacute;n sobre el uso de la retroalimentaci & oacute;n, herramientas de evaluaci & oacute;n diferenciadas y la concesi & oacute;n de tiempo adicional en los ex & aacute;menes para atender las necesidades del alumnado. Los resultados sugieren que los profesores poseen una percepci & oacute;n m & aacute;s positiva sobre su capacidad para abordar la diversidad en la evaluaci & oacute;n que los estudiantes, que subrayan la necesidad de mejoras en este & aacute;mbito. Se analiza, adem & aacute;s, el impacto de variables como el tipo de profesor, centro educativo o programa biling & uuml;e sobre la implementaci & oacute;n de una evaluaci & oacute;n sensible a la diversidad.
