CLIL

We would like to draw your attention to the upcoming Working CLIL colloquium (16-17 March 2018 in Porto, Portugal) and the call for workshops and posters (deadline 15 December 2017). Working CLIL hosted by  by CETAPS – Centre for English, Translation and Anglo-Portuguese Studies.

As the practice of CLIL continues to grow within and across contexts through national and grassroots projects in school communities, the need for teacher education to develop awareness and competences for CLIL is even more urgent, as is the need to disseminate the outcomes of such experiences/practitioner research which contribute to the knowledge base of this educational approach.

It is with this in mind that the concept of “WORKING CLIL” has been developed with an emphasis on what is involved in making CLIL work as an effective and quality educational experience for teachers and learners. The dual purpose of this colloquium is thus to provide:

• teacher education for CLIL through workshops given by experienced CLIL practitioners, teacher educators or scholars;
• opportunities for poster presentations of experiences and practitioner or scholarly classroom-based research into CLIL.

The Colloquim is intended for ​content and language teachers from pre-primary to secondary education who are already engaged in CLIL or are considering future involvement, CLIL teacher educators, researchers involved in classroom-based inquiry, and scholars.

For more information visit the website.

Call for workshops and posters

If you are a CLIL practitioner, scholar or teacher educator, you are invited to participate in this event in the quality of Workshop Facilitator.

Read more »

The 36th International Conference of the Spanish Society for Applied Linguistics (AESLA 2018) will be held 19-21 April 2018 in Cadiz, Spain. This year’s focus will be the ways in which Applied Linguistics, a well-established area of study and research, can contribute to enhance economic growth and societal wellbeing by integrating employability, internationalization and knowledge transfer issues across higher education. In this way, AESLA 2018 aims to raise awareness of the significant contribution of Applied Linguistics to these three key issues and explore the social challenges which scholars, researchers and students need to address when trying to build successful and sustainable collaboration between universities, business and the public sector in national, transnational and international contexts. More information on the conference can be found on conference’s website.

On Saturday morning, 21 April, an AILA CLIL ReN seminar will be held, with the following theme: “Combining approaches and methods in CLIL research: insights for successful pedagogy”. We would like to invite researchers to submit papers related to the theme. Abstracts should be submitted through the CLIL ReN website.

Important dates:
Deadline for submission of abstracts: 15 December 2017
Review process: 15 December 2017 -15 January 2018
Notification of acceptance: 20 January 2018 (same as for the other papers submitted to AESLA)

Please note that the review process will be done within the CLIL ReN but, once accepted, presenters will need to register through AESLA, as everybody else attending the conference. For more information visit the AESLA website.

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The Second All-Ireland Research Conference on Immersion Education – Immersion Education: Opportunities and Best Practices will take place in Mary Immaculate College, Limerick, Ireland from 18-19 May 2018.

 At the conference, key issues in language immersion education will be explored under the following strands:

•  Linking Teaching, Learning and Assessment in Immersion
• School Self-Evaluation, Leadership and Educator Development
• Navigating Policy and Innovation in Bilingual/Multilingual Communities.

This Second All-Ireland Research Conference on Immersion Education will provide opportunities for academics, practitioners and professionals to exchange and discuss new directions and research in the ever-evolving field of immersion education.

 THE CALL FOR PAPERS IS NOW OPEN! 

More information on the conference, keynote speakers and more can be found on the conference’s website and more information on the call for papers can be found: here.

We would like to draw your attention to the upcoming Working CLIL colloquium (16-17 March 2018 in Porto, Portugal) and the call for workshops and posters (deadline 15 December 2017). Working CLIL hosted by  by CETAPS – Centre for English, Translation and Anglo-Portuguese Studies.

As the practice of CLIL continues to grow within and across contexts through national and grassroots projects in school communities, the need for teacher education to develop awareness and competences for CLIL is even more urgent, as is the need to disseminate the outcomes of such experiences/practitioner research which contribute to the knowledge base of this educational approach.

It is with this in mind that the concept of “WORKING CLIL” has been developed with an emphasis on what is involved in making CLIL work as an effective and quality educational experience for teachers and learners. The dual purpose of this colloquium is thus to provide:

• teacher education for CLIL through workshops given by experienced CLIL practitioners, teacher educators or scholars;
• opportunities for poster presentations of experiences and practitioner or scholarly classroom-based research into CLIL.

The Colloquim is intended for ​content and language teachers from pre-primary to secondary education who are already engaged in CLIL or are considering future involvement, CLIL teacher educators, researchers involved in classroom-based inquiry, and scholars.

For more information visit the website.

Call for workshops and posters

If you are a CLIL practitioner, scholar or teacher educator, you are invited to participate in this event in the quality of Workshop Facilitator.

Read more »

We would like to highlight the following recent publications:

• Coral, J., Urbiola, M., Sabaté, E., Bofill, J., Lleixà, T., & Vilà Baños, R. (2017). Does the teaching of physical education in a foreign language jeopardise children’s physical activity time? A pilot study. International Journal of Bilingual Education and Bilingualism, 1-16.
• Merino, J. A., & Lasagabaster, D. (2018). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 1-14.
• Oattes, H., Oostdam, R., de Graaff, R., & Wilschut, A. (2018). The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers. Teaching and Teacher Education, 70, 165-174.
• van Kampen, E., Meirink, J., Admiraal, W., & Berry, A. (2017). Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’CLIL pedagogies in the Netherlands. International Journal of Bilingual Education and Bilingualism, 1-17.

Click on ‘read more’ or open this article to see the abstracts.

We would like to draw your attention to recent academic publications related to CLIL.

• Gierlinger, E. M. (2017). Teaching CLIL?. Journal of Immersion and Content-Based Language Education, 5(2), 187-213.
• Hüttner, J., & Smit, U. (2017). Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism, 1-16.
• Lasagabaster, D., Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38, 688-712.
• Mearns, T., de Graaff, R. & Coyle, D. Motivation for or from bilingual education. A comparative study of learner views in the Netherlands. International Journal of Bilingual Education and Bilingualism, 1-14.
• Ruiz de Zarobe, Y., & Zenotz, V. (2017). Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?. International Journal of Bilingual Education and Bilingualism, 1-13.
• Roussel, S., Joulia, D., Tricot, A., & Sweller, J. (2017). Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach. Learning and Instruction, 69-79.
• Wu, R. (2017). Trilingual education for ethnic minority groups in China with special reference to trilingual CLIL education in Europe: an Exploratory Study. European Journal of Language Policy, 9(2), 203-226.

Click on the ‘read more’ button to read the abstracts.