About this Research Topic
Content and Language Integrated Learning (CLIL), EMI and other dual language education programs (e.g., bilingual education, two-ways immersion programs) have emerged as innovative approaches to enhance both subject matter learning and foreign/second language proficiency. Traditionally, research in this field has focused on three primary questions: whether CLIL enhances foreign language mastery, whether it affects mother tongue proficiency, and whether it impacts subject knowledge acquisition. However, these studies often lack an interdisciplinary perspective, particularly in examining how well students learn the language of the subject and produce subject-specific genres in the foreign language.
This gap highlights the need for a more integrative approach that considers students' ability to produce subject-specific discourse, which involves not just the correct use of lexical items and grammatical structures typical of a subject but also mastery of the text genres typical of various scientific disciplines. Genres (e.g., a historical report; a lab report) play a crucial role in this context. They encompass organizational, content-related, linguistic, and stylistic features, and can range from neutral to manipulative in tone, aiming to influence the reader's perception or attitude.
This Research Topic aims to explore the development of genre and discourse competence within the framework of CLIL and EMI education. The primary objective is to investigate how students learn to master the discourses typical of specific fields of study (subject literacy), such as writing historical reports for history, lab reports for chemistry, and economic presentations for economics, all in the CLIL language. Additionally, the research seeks to examine the development of 21st-century skills, Critical, Adaptive and Inventive Thinking, communication, Collaboration and Information Skills, and Civic, Global and Cross-Cultural Literacy.
By addressing these questions, the research aims to provide a comprehensive understanding of the effectiveness of CLIL and EMI education in fostering both discourse/genre competencies and 21st century competencies.
To gather further insights into the boundaries of CLIL and EMI education, we welcome articles addressing, but not limited to, the following themes:
- Empirical studies investigating students' development of discourse competence in various subjects (subject literacy);
- empirical studies investigating the development of 21st-century skills within CLIL, EMI and other dual language education programs;
- Theory-based development of CLIL / EMI teaching materials and assessment procedures for the development of subject literacy and/or 21st century competencies
- Teachers' perceptions of subject literacy and/or 21st-century competencies development in CLIL and EMI education
- Comparative studies between CLIL and other dual language education programs (e.g., bilingual programs, two-way immersion programs) with respect to subject literacy development and /or the development of 21st century competencies
This gap highlights the need for a more integrative approach that considers students' ability to produce subject-specific discourse, which involves not just the correct use of lexical items and grammatical structures typical of a subject but also mastery of the text genres typical of various scientific disciplines. Genres (e.g., a historical report; a lab report) play a crucial role in this context. They encompass organizational, content-related, linguistic, and stylistic features, and can range from neutral to manipulative in tone, aiming to influence the reader's perception or attitude.
This Research Topic aims to explore the development of genre and discourse competence within the framework of CLIL and EMI education. The primary objective is to investigate how students learn to master the discourses typical of specific fields of study (subject literacy), such as writing historical reports for history, lab reports for chemistry, and economic presentations for economics, all in the CLIL language. Additionally, the research seeks to examine the development of 21st-century skills, Critical, Adaptive and Inventive Thinking, communication, Collaboration and Information Skills, and Civic, Global and Cross-Cultural Literacy.
By addressing these questions, the research aims to provide a comprehensive understanding of the effectiveness of CLIL and EMI education in fostering both discourse/genre competencies and 21st century competencies.
To gather further insights into the boundaries of CLIL and EMI education, we welcome articles addressing, but not limited to, the following themes:
- Empirical studies investigating students' development of discourse competence in various subjects (subject literacy);
- empirical studies investigating the development of 21st-century skills within CLIL, EMI and other dual language education programs;
- Theory-based development of CLIL / EMI teaching materials and assessment procedures for the development of subject literacy and/or 21st century competencies
- Teachers' perceptions of subject literacy and/or 21st-century competencies development in CLIL and EMI education
- Comparative studies between CLIL and other dual language education programs (e.g., bilingual programs, two-way immersion programs) with respect to subject literacy development and /or the development of 21st century competencies
Keywords: CLIL, subject literacy, subject-specific discourse competence, 21st-century skills, learning, teaching
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.
