About this Research Topic
The focus of this Research Topic is to uncover how teachers and students draw on their diverse multi-/pluri-lingual, plurliterate and multimodal resources to facilitate the integrated teaching of content and language in Content and Language Integrated Learning (CLIL) classrooms in Languages other Than English (LOTE). CLIL teaching, learning and research, especially in Europe, has focused predominantly on teaching through the medium of English but relatively little is known about the pedagogical practices of teachers and learners’ outcomes in non-English medium contexts, especially outside of Europe. Areas in need of more research relating to CLIL practices include minority and minorised linguistic varieties inclusive of contexts where migrants are taught second or other languages through skills-based teaching (e.g., numeracy and literacy); how students who have additional needs are supported in CLIL environments; eco pedagogical approaches and linguistic rights-based approaches. Moreover, more recent research in CLIL has broadened its focus beyond linguistic and content-based areas of enquiry to encompass other areas of focus such as multimodality, pluriliteracies, the emerging role of AI-based technologies, virtual and artificial realities and students’ extramural digital practices that support their integrated learning of content and language.
The scope of the papers may include (but are not limited to) the following topics:
• Empirical classroom-based, action-research studies in LOTE CLIL classrooms.
• Critical evaluations of CLIL policies and models at the local, regional or national level in LOTE in the context of classroom practice
• The opportunities and challenges of teaching CLIL through minorised linguistic varieties.
• Translanguaging practices and plurilingual pedagogies in CLIL LOTE classrooms.
• Teaching of Content and Language in integrated ways to migrants.
• Ecopedagogical approaches to CLIL in LOTE that address challenges to humanity (i.e., UN Sustainability goals)
• Linguistic rights-based approaches to CLIL teaching in LOTE to foster greater inclusion of linguistic and cultural diversity.
For this Research Topic, we are interested in empirical studies that explore the languaging practices of teachers and students in CLIL in LOTE environments and how these support their development of discipline-specific language, content and literacies in integrated ways. We are also interested in other more action-based research from LOTE practitioners in a variety of CLIL contexts, both formal and informal, that rigorously exemplify how learners strategically and appropriately draw on all modes of communication (including non-verbal) to construct meanings and understandings of content and language in integrated ways. Research studies that explore teacher development in CLIL in LOTE that are at the cutting edge of pedagogical and assessment practices are also welcome, including those that explore issues related to language ideologies, teacher identity, and teachers as agents of change.
Please note that for this Research Topic the submission of a manuscript summary is mandatory before authors can submit a full manuscript.
The scope of the papers may include (but are not limited to) the following topics:
• Empirical classroom-based, action-research studies in LOTE CLIL classrooms.
• Critical evaluations of CLIL policies and models at the local, regional or national level in LOTE in the context of classroom practice
• The opportunities and challenges of teaching CLIL through minorised linguistic varieties.
• Translanguaging practices and plurilingual pedagogies in CLIL LOTE classrooms.
• Teaching of Content and Language in integrated ways to migrants.
• Ecopedagogical approaches to CLIL in LOTE that address challenges to humanity (i.e., UN Sustainability goals)
• Linguistic rights-based approaches to CLIL teaching in LOTE to foster greater inclusion of linguistic and cultural diversity.
For this Research Topic, we are interested in empirical studies that explore the languaging practices of teachers and students in CLIL in LOTE environments and how these support their development of discipline-specific language, content and literacies in integrated ways. We are also interested in other more action-based research from LOTE practitioners in a variety of CLIL contexts, both formal and informal, that rigorously exemplify how learners strategically and appropriately draw on all modes of communication (including non-verbal) to construct meanings and understandings of content and language in integrated ways. Research studies that explore teacher development in CLIL in LOTE that are at the cutting edge of pedagogical and assessment practices are also welcome, including those that explore issues related to language ideologies, teacher identity, and teachers as agents of change.
Please note that for this Research Topic the submission of a manuscript summary is mandatory before authors can submit a full manuscript.
Keywords: CLIL, Languages other Than English, pedagogical approaches, learner outcomes, minority languages, migrants, multimodality, pluriliteracies, technologies
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
