On June 22 the 2017 English Medium Instruction (EMI) symposium at Oxford University Department of Education “EMI: English Medium Instruction: Building Bridges for a Better Understanding” will be held.
Research on EMI and CLIL (Content and Language Integrated Learning) suggests that there is a lack of effective communication among researchers, policy-makers and key stakeholders (learners and teachers). This symposium aims to explore how research can inform policy and practice and how stakeholders can influence the kinds of research questions being asked. But, this symposium will also explore the kinds of research that needs to be carried out in order to comprehend the challenges students face as they progress from one educational phase to another.
More information on the symposium and registration.
Call for Poster Presentations and Articles
The organisation is currently accepting posters featuring EMI-related research projects. If you are interested, please bring a poster with you on the day of the symposium. A2 or A3 posters are accepted.
If you would like to have your published article related to EMI on display during the symposium, please send the abstract page of your article to the following address: firstname.lastname@example.org.
If you are not able to attend the symposium but are interested in sending us your work for display, you may do so either through post (for posters) or email (for abstracts of published articles).
The deadline of accepting posters or abstract pages is 31st May 2017. Posters, abstracts or enquiries can be emailed to email@example.com.
The Athens Institute for Education and Research (ATINER), a world association of academics and researchers based in Athens, organizes A Panel on Bilingual Education: Opportunities and Challenges, 15-16 May 2017 as part of the 19th Annual International Conference on Education, 15-16 May 2017, Athens, Greece. You are more than welcome to submit a proposal for a presentation by email to firstname.lastname@example.org, before 31 March 2017. The registration fee is 540 euro and includes accommodation during the days of the conference, participation to all sessions of the conference, breakfasts, two lunches and all taxes. More information.
The language of the conference is English for both presentations and discussions. Abstracts should be 200-300 words in length and it should include names and contact details of all authors. All abstracts are blind reviewed according to ATINER’s standards and policies. Acceptance decisions are sent within four weeks following submission. Papers should be submitted one month before the conference only if the paper is to be considered for publication at ATINER’s series.
During the summer period (July 3 – July 7) Utrecht University organizes the summer school CLIL Methodology in Higher Education.
The summer school offers a practical CLIL (content and language integrated learning) methodology course for teachers and lecturers working through English in higher education (HE). During the course, you develop and improve your understanding, expertise and skills related to CLIL in higher education.
Deadline for registration: May 1, 2017.
From 30 June to 1 July 2017 the conference Cross-curricular language learning:increasing motivation, confidence and attainment will be held at Sheffield Hallam University.
The conference welcomes researchers, teachers, trainee teachers and teacher educators. Topics include: the impact of CLIL and immersion techniques on pupils’ motivation and progress; practical ideas for increasing cognitive challenge, motivation and engagement in the primary and secondary classroom; how cross curricular learning can support pupils who will take England’s new language exams; and what we can learn from other countries. More details.
David Lasagabaster and Aintzane Doiz (2016). CLIL experiences in secondary and tertiary education: In search of good practices. Bern: Peter Lang.
This volume clearly documenting research into CLIL and EMI settings is welcome and timely. A range of researchers rise to the challenge of providing deeper understanding and interpretations of key issues in ways which enable readers to adapt the approaches and ideas to inform their own practices. The nature of integration underpins each chapter and each study in creative, relevant ways at different levels. Bringing together educationalists, linguists and subject specialists provides a shared context for surfacing deeply held beliefs and providing clearer pathways for closer understanding and adaptations to define, refine and support integrated learning. Moreover, integrating theoretical perspectives and research methods is also a feature of the volume which not only informs classroom practices but also goes further into the motivations which operationalize and underpin current drives towards internationalization in universities. The studies in each of the eight chapters in the volume are usefully built on an in-depth critical review of research in the field which enables the reader to carefully position the research and the challenging questions posed.
The Centre for Teaching and Learning at Utrecht University is offering a CLIL methodology course for teachers and lecturers working through English in higher education from 4 July – 15 July 2016. This Master’s-level course allows participants to develop their understanding of existing CLIL methodologies as well as learn how to put acquired knowledge and skills into practice. Each participant will design a subject and language integrated curriculum that promotes active learning for students in higher education.
If you would like to gain this expertise and be part of an international group of teachers and lecturers, apply online now. For more information, visit CLIL Methodology in Higher Education.
The EU-funded project ‘playingCLIL’ has published an e-handbook for CLIL teachers and teacher educators who wish to make use of methods and activities from drama pedagogy as language and content scaffolds. The handbook offers a wide-ranging compilation of annotated interactive games ready for use in content matter classes taught through a foreign language.
The full version of the handbook is available online in English at http://www.playingclil.eu/products/ and is free of charge. Abbreviated versions are also available for dissemination at this link in German, Romanian, and Spanish.
This year’s Annual Conference of the Japan Association of College English Teachers (JACET, Kanto Chapter) will take place on 3 July, 2016. It focusses on the theme of CLIL beyond Europe.
The programme includes a plenary by Dr Margaret Gearon (Melbourne Graduate School of Education), and a special symposium organised and chaired by Professor Sasajima Shigeru (Toyo Eiwa University) on ‘Cases of CLIL implementation in non-European contexts’. There will be CLIL ReN input from Dr Russell Cross (MGSE) as discussant. Other CLIL ReN members in Japan and the Asia-Pacific area are warmly encouraged to attend to engage with the themes being discussed or submit abstracts for consideration. Presentations can be in English or Japanese.
For more information on the conference, registration, or general abstract submission, please click here.
To submit abstracts for consideration in the conference, please contact Sasajima Shigeru at email@example.com.
The Sixth International Conference on Immersion & Dual Language Education: Connecting Research and Practice Across Contexts, will be held in Minneapolis, MN, USA on October 20-22, 2016. More information, including info about the call for proposals (deadline 1st of February), can be found in the flyer, or on the website of the Centre of Advanced Research on Language Acquisition of the University of Minnesota.
We would like to thank Roy Lyster for noticing us about the conference.
CLIL: Teacher and Teaching Experiences in Global Contexts
A number of CLIL ReN members will be presenting a symposium on the application of CLIL across different global context chaired by Simone Smala (University of Queensland) at the 4th International Conference on Language, Education and Diversity (LED 2015) in Auckland, New Zealand, 23-26 November, 2015. The session features papers by Simone Smala, Diane J. Tedick (University of Minnesota), Ylva Sandberg (Stockholm University), Yolanda Ruiz de Zarobe (University of the Basque Country), Victoria Zenotz (Public University of Navarre), Liss Kerstin Sylvén (University of Gothenburg), Amy S. Thompson (University of South Florida), with Russell Cross (Melbourne Graduate School of Education) as discussant.
Please see https://led.education.auckland.ac.nz for registration details and more information.
Simone Smala, symposium chair/coordinator
Russell Cross, co-coordinator of the AILA CLIL Research Network