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International Journal of Bilingual Education and Bilingualism Volume 16, 2013 - Issue 3: Content and Language Integrated Learning: Language Policy and Pedagogical Practice
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Articles

How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context

Maria Grandinetti English Department, Liceo Statale ‘Lucrezia della Valle’, Cosenza, Italy
,
Margherita Langellotti Science Department, Liceo Scientifico ‘Galileo Galilei’, Calabria, Paola, Italy
&
Y.L. Teresa Ting Faculty of Sciences and Department of Linguistics, The University of Calabria, Cosenza, Calabria, ItalyCorrespondence[email protected]
Pages 354-374 | Received 20 Mar 2012, Accepted 19 Sep 2012, Published online: 22 May 2013

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Yen-Ling Teresa Ting. (2023) Students’ appraisals of their bilingual experience in a monolingual Italian reality: suggestions for improvement. International Journal of Bilingual Education and Bilingualism 26:9, pages 1097-1110.
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Tamara Roth & Franz X. Bogner. (2023) The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations. International Journal of Science Education 0:0, pages 1-24.
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Sara Mira, Fernando San José Martínez, Chiquinquira Hontoria, Alberto Sanz-Cobena, Leonor Rodríguez Sinobas & Georgina Cuadrado. (2021) Attitudes of academics and students towards English-medium instruction in Engineering Studies. European Journal of Engineering Education 46:6, pages 1043-1057.
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Karina Rose Mahan, Lisbeth M. Brevik & Marianne Ødegaard. (2021) Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism 24:3, pages 401-418.
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Javier Fernández-Sanjurjo, Alberto Fernández-Costales & José Miguel Arias Blanco. (2019) Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism 22:6, pages 661-674.
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Xabier San Isidro & David Lasagabaster. (2019) Code-switching in a CLIL multilingual setting: a longitudinal qualitative study. International Journal of Multilingualism 16:3, pages 336-356.
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Luis E. Poza. (2018) The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism 21:1, pages 1-19.
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Jacqueline Aiello, Emilia Di Martino & Bruna Di Sabato. (2017) Preparing teachers in Italy for CLIL: reflections on assessment, language proficiency and willingness to communicate. International Journal of Bilingual Education and Bilingualism 20:1, pages 69-83.
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Pat Moore & Francisco Lorenzo. (2015) Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal 43:3, pages 334-357.
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Wenhsien Yang. (2015) Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism 18:4, pages 361-382.
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Erwin Gierlinger. (2015) ‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL. Language and Education 29:4, pages 347-368.
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Rui Yuan & Min Yang. (2020) Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research 27:4, pages 884-906.
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Y. L. Teresa Ting. 2023. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools 259 291 .
Beatrice Zuaro, Josep Soler & Beyza Björkman-Nylén. (2022) Language policy in Italian universities. Language Problems and Language Planning 46:3, pages 231-255.
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Tamara Roth, Franz-Josef Scharfenberg & Franz X. Bogner. (2022) Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning. Frontiers in Education 7.
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Abdullah COŞKUN. (2022) Content and Language Integrated Learning from the Perspectives of English Language Teachersİngilizce Öğretmenlerinin Bakış Açılarından İçerik ve Dil Entegreli Öğrenme. Bartın Üniversitesi Eğitim Fakültesi Dergisi 11:2, pages 418-431.
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Tamara Roth, Cathérine Conradty & Franz X. Bogner. (2022) The relevance of school self-concept and creativity for CLIL outreach learning. Studies in Educational Evaluation 73, pages 101153.
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Cristina A. Huertas-Abril. 2022. Handbook of Research on International Approaches and Practices for Gamifying Mathematics. Handbook of Research on International Approaches and Practices for Gamifying Mathematics 21 45 .
Valentina Piacentini, Rui Marques Vieira & Ana Raquel Simões. (2022) Can “Integrated Learning” with English support science education? A case study in Portugal. Eurasia Journal of Mathematics, Science and Technology Education 18:6, pages em2114.
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Susana Mata-Torres, Esther Sanz de la Cal & Ileana M. Greca. (2022) Saturdays of Science. An Experimental Learning and Training Scenario in CLIL and IBSE: A Case Study. Frontiers in Education 6.
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Huilin Bai. (2021) Strategic Research on the Teaching Application of Content and Language Integrated Learning Methods in the Chinese Language Region. Strategic Research on the Teaching Application of Content and Language Integrated Learning Methods in the Chinese Language Region.
Nadezhda Chubko, Julia E. Morris, David H. McKinnon, Eileen V. Slater & Geoffrey W. Lummis. (2020) Digital storytelling as a disciplinary literacy enhancement tool for EFL students. Educational Technology Research and Development 68:6, pages 3587-3604.
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Darío Luis Banegas, Kathleen Corrales & Paige Poole. (2020) Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia. System 91, pages 102265.
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Yen-Ling Teresa Ting. 2020. Examining Content and Language Integrated Learning (CLIL) Theories and Practices. Examining Content and Language Integrated Learning (CLIL) Theories and Practices 37 61 .
Valentina Piacentini, Ana Raquel Simões & Rui Marques Vieira. (2019) TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL. Problems of Education in the 21st Century 77:5, pages 636-649.
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T. A. Baranova, A. M. Kobicheva & E. Y. Tokareva. (2019) Does CLIL work for Russian higher school students?. Does CLIL work for Russian higher school students?.
Evelyn van Kampen, Tessa Mearns, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry. (2018) How do we measure up?. Dutch Journal of Applied Linguistics 7:2, pages 129-155.
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Valentina PiacentiniAna Raquel SimõesRui Marques Vieira. (2018) What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal. e-TEALS 9:s1, pages 57-76.
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Roslinawati Roslan, Siti Munawirah Panjang, Norashikin Yusof & Masitah Shahrill. (2018) Teacher’s feedback in teaching science in a bilingual Bruneian primary classroom. On the Horizon 26:2, pages 122-136.
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Satu Tuomainen. (2018) Supporting non-native university lecturers with English-medium instruction. Journal of Applied Research in Higher Education 10:3, pages 230-242.
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Anne-Marie de Mejía. 2017. Research Methods in Language and Education. Research Methods in Language and Education 325 338 .
Nathan J. DevosNathan J. Devos. 2016. Peer Interactions in New Content and Language Integrated Settings. Peer Interactions in New Content and Language Integrated Settings 11 36 .
Anne-Marie de Mejía. 2016. Research Methods in Language and Education. Research Methods in Language and Education 1 14 .
Yolanda Ruiz de Zarobe. 2015. Content-based Language Learning in Multilingual Educational Environments. Content-based Language Learning in Multilingual Educational Environments 51 68 .
Edleide Menezes & Maria Juan-Garau. 2015. Content-based Language Learning in Multilingual Educational Environments. Content-based Language Learning in Multilingual Educational Environments 221 236 .

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