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Direct linkPalacios-Hidalgo, Francisco Javier; Gómez-Parra, María Elena; Huertas-Abril, Cristina A.; Espejo-Mohedano, Roberto – Language and Education, 2022
As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs' implementation, students' performance or teacher training, but not on their contribution to graduates' self-perceived linguistic success (understood as a combination of intercultural competence,…
Descriptors: Bilingual Education, Spanish, Second Language Learning, Second Language Instruction
Martínez Agudo, Juan de Dios – Language and Education, 2021
The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between…
Descriptors: Content and Language Integrated Learning, Second Language Learning, Learning Motivation, Secondary School Students
Gorter, Durk; Cenoz, Jasone – Language and Education, 2017
In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country. That comparison is placed in the context of the changing views about the use of languages in…
Descriptors: Multilingualism, Educational Policy, Language Planning, Correlation
Doiz, Aintzane; Lasagabaster, David – Language and Education, 2017
The popularity of CLIL (Content and Language Integrated Learning) continues to spread in education systems around the world. However, and despite the large number of studies recently published, we know little about how CLIL teachers and management teams feel regarding CLIL. In this paper, we analyse two contentious matters that require further…
Descriptors: Second Language Learning, Language of Instruction, Native Language, Course Content
Llinares, Ana; Pascual Peña, Irene – Language and Education, 2015
This paper presents an analysis of teachers' questions and students' responses in content and language integrated learning (CLIL) classes of history. Through the combined application of genre theory and a typology of CLIL teacher academic questions, the study aims at contributing to the understanding of how CLIL students use the foreign language…
Descriptors: Second Language Learning, Second Language Instruction, Course Content, Academic Discourse
Evnitskaya, Natalia; Morton, Tom – Language and Education, 2011
This paper draws on Wenger's model of community of practice to present preliminary findings on how processes of negotiation of meaning and identity formation occur in knowledge construction, meaning-making and interaction in two secondary Content and Language Integrated Learning (CLIL) science classrooms. It uses a multimodal conversation analysis…
Descriptors: Discourse Analysis, Science Education, Classroom Communication, Teaching Methods
