Editorial: CLIL and education coming together: The crossroads for multilingualism

McDougald, Jermaine S.; Anderson, Carl W.

doi:10.5294/laclil.2015.8.2.1

Cited by 2 publications

(4 citation statements)

References 14 publications

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“…Although CLIL used to be a predominately European phenomenon, it has established itself as part of bilingual educational programmes all over the world (see e.g Lo & Macaro, 2012;McDougald & Anderson, 2015;Tedick & Cammarata, 2012)…”

mentioning

confidence: 99%

Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland

Bieri

2018

E-JournALL

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EN Studies on translanguaging in Content and Language Integrated Learning (CLIL) programmes have predominately focused on the use of the first language (L1) as a potential resource in CLIL lessons. This article argues that translanguaging practices that involve more than students' L1 are valuable, even necessary, pedagogies in both CLIL and non-CLIL biology lessons. The qualitative analysis of transcripts from 31 CLIL (English) and non-CLIL (German) biology lessons in Switzerland reveals that translanguaging involving the source languages of the technical vocabulary represents a particularly useful tool for negotiating meaning. Only one of the two instructors who participated in this study engaged in this kind of translanguaging when discussing the semantic content of technical vocabulary. Interestingly, this instructor had more extreme attitudes concerning classroom linguistic behaviour, upholding the need for monolingual (i.e., English-only) practices in his classroom. This observation indicates that teachers' stances towards translanguaging do not necessarily coincide with their practices.

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confidence: 99%

Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland

Bieri

2018

E-JournALL

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“…In line with the research developed by Berhenke (2013), it is vital that teachers are appropriately EYFS-English-trained to plan and put into practice interventions focused on the development of self-regulation skills, instead of punishing young children's behaviour. Guiding teachers to understand how motivation and self-regulation correlate may also assist them in dealing with misbehaviour and strategic learning more effectively in the classroom, especially in a CLIL environment [11][12][13][14][15].…”

Section: The Bilingual Schools Programmementioning

confidence: 99%

“…According to the Eurydice report [6], "all or nearly all (99-100%) primary school pupils in Cyprus, Malta, Austria and Spain learnt English as a foreign language in 2018" (https://ec.europa.eu/ eurostat/statistics-explained/index.php/Foreign_language_learning_statistics (accessed on 20 February 2023), and further supported by the publications from the Council of Europe [7][8][9][10]. The term "CLIL" (content and language integrated learning) was coined in 1994 by David Marsh and Anne Maljers as an umbrella term that could encompass a wide range of situations related to "the experience of learning non-language subjects through a foreign language" [11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

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“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study

Lucas

2023

Education Sciences

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School readiness can be used as a key target to support children’s social, emotional, language, and a wide range of communication skills, particularly to promote equity for children in a democratic society. This is especially important for Portuguese children attending early years foundation settings, as considering “school readiness” creates a much broader educational base for school subjects to subsequently build upon and, in particular, nurturing early years foundation stage Portuguese children’s literacy development in English, the privileged language of international communication. However, little is known about how the English language can be best taught at such young ages, as well as the unique outcomes from such an early exposure, at least in the Portuguese context. Language play has been argued to be a “universal” feature common to all human beings, regardless of their age. This study set out to prepare young preschool children with an English language background for the primary school years. As such, this study examined the impact of exposing children to classroom-based storybook reading sessions and original cartoon-based created materials, hence creating a print-referencing-style environment carried out during an academic year. The impacts on preschoolers’ early literacy development were examined, focusing specifically on the domain of print knowledge. The study reported here set out to determine to what extent a play-based, cross-curricular pedagogic programme for learning English, fastened in CLIL principles (English across the curriculum), could be effective in promoting early literacy development within an early years setting in Portugal, thus preparing children for the formal years of primary school to come. Fifteen native Portuguese preschool children (3–5 years old) were the focus of this study. Their engagement in English lessons was investigated through audio recordings of peer and group conversations. Cross-reference content analyses were carried out separately, with audio recordings of lessons and researcher’s field notes as part of triangulation of the data.

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Editorial: CLIL and education coming together: The crossroads for multilingualism

Cited by 2 publications

References 14 publications

Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland

Translanguaging practices in CLIL and non-CLIL biology lessons in Switzerland

“Too Young to Learn English?”—Nurturing Preschool Children’s English Language Learning across an Early Years Curriculum: A Case Study

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