Category Archive: News

Call for Papers: Working CLIL colloquium – DEADLINE 15 DECEMBER

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.

Click here to read more »

Call for papers: AILA CLIL ReN Seminar, 21 April 2018, Cadiz (Spain)

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.

Click here to read more »

Symposium “Individual factors in CLIL teachers and learners” – 25 July 2017

We recently returned from the 18th World Congress of Applied Linguistics in Rio de Janeiro, Brazil. During this congress the CLIL Research Network organised the symposium “Individual Factors in CLIL Teachers and Learners.” The symposium has been very successful: Interesting research was presented, ideas and suggestions for the next CLIL ReN term (2017 – 2020) were exchanged. In this article we present to you a report written by Russell Cross, some pictures and the powerpoint presentations to give an impression of the symposium.

Ana, Dominik, Tessa, Rick, Shigeru, Russell, Elisa

Click here to read more »

Call for Papers: Focus on Language Conference & CLIL/ CLILiG Symposium

We would like to highlight a general call for papers for the Focus on Language Conference 2018 (22-24 March) in Freiburg (Germany) and a call for papers for the CLIL & CLILiG Symposium (23 March) held during the conference.

General call for papers

The heart of peace and global education is enabling young people to participate in shaping a better, shared future for the world. Peace and global education emphasise the unity and interdependence of human society, developing a sense of self and appreciation of cultural diversity, affirmation of social justice and human rights, as well as building peace and actions for a sustainable future in different times and places.

Through language education we might promote positive values and assist students to take responsibility for their actions in order to see themselves as global citizens who can contribute to a more peaceful, just and sustainable world. Therefore the theme of Focus on Language 2018 Conference: Challenging Language Learning and Language Teaching in Peace and Global Education: From Principles to Practices aims at providing a forum for researchers, teachers and educational representatives who are interested in the exploration and exchange of theory, research findings, experience and perspectives in language teaching, language learning in the context of Peace and Global Education.

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Call for papers: special issue of the Rassegna Italiana di Linguistica Applicata – RILA

Researchers are  invited to submit papers on the topic of Content and Language (in general), and English Medium Instruction and CLIL (in particular) for a special issue of the Rassegna Italiana di Linguistica Applicata – RILA (Italian Journal of Applied Linguistics), eds. Ernesto Macaro (University of Oxford, United Kingdom) and Bruna Di Sabato (University of Naples, Suor Orsola Benincasa, Italy).

 More information:

We invite articles which consider second language education as a cross-curricular issue and we will accept studies which have a local perspective or provide a more global overview. Articles should adhere to the authors’ guidelines, and be written in English. All proposals will be double-blind peer-reviewed. Accepted articles will be required to have an abstract of a maximum of 120 words in both English and Italian and editorial assistance will be provided for the Italian abstract if needed.

Topics may include but are not limited to:

  • second language practices and transition between phases of education
  • the language of specific disciplines and its interaction between content and second language learning
  • cognitive issues related to content and second language learning
  • The professional development of teachers involved in:
  • English Medium Instruction
  • Content and Language Integrated Learning

Important deadlines

Send proposals: by December 2017;

Receive feedback: by April 2018;

 Send final versions of texts: by May 2018.

 Proposals should be sent to RILA2018.monographicissue@gmail.com; balboni@unive.it;  matteo.santipolo@unipd.it in Word format.

Additional information: AUTHOR GUIDELINES RILA SAIL BELI.

ICLHE Association and 5th ICLHE Conference

We would like to highlight the Integrating Content and Language in Higher Education Association. The ICLHE has excisted since 1 January 2010 and is now a registered Association under Dutch law.

The ICLHE aims:

  • to provide a platform for the exchange of opinions, experiences, initiatives and research concerning the interface between content and language in higher education.
  • to take initiatives in order to stimulate the synergy from cooperation among members from different backgrounds and contexts.

More information can be found on the ICLHE’s website.

5th ICLHE conference

Moreover, 4-7 October 2017 the 5th ICLHE conference takes place in Copenhagen. The theme is ‘Integrating Content and Language at the Multilingual University’ and keynote speakers are: Emma Dafouz (Universidad Complutense Madrid), Anne Holmen (University of Copenhagen), Anne Holmen (University of Copenhagen). The ICLHE Association will be formally approved at the General Assembly, held on 5 October during the conference.

More information on the programme and registration.

 

Call for Papers Journal of Immersion and Content-Based Language Education – Special Issue Fall 2019

We invite you to submit proposals on the topic: Teaching, Learning and Scaffolding in CLIL science classrooms.

The JICB is international and multidisciplinary in nature and welcomes submissions of the highest quality that report on empirical research and offer theoretical perspectives that can push the field forward. The aim of the JICB is to disseminate research on language immersion programs and other types of content-based language education programs that are subject matter-driven and subject matter-accountable, such as CLIL programmes in Europe and elsewhere, bi- & multilingual education, sheltered ESL, language across the curriculum, subject matter-driven minority, heritage and indigenous language education, and English medium instruction (EMI).The journal provides a forum for research on well- established immersion and content-based programs as well as research on new initiatives within the broad field of content-based language education/CLIL.

Authors are invited to submit proposals focusing on the teaching and learning processes in CLIL science classrooms at any educational level and in any CLIL context, including immersion programmes.

This Special Issue endeavours to:

  • collect and disseminate empirical evidence for effective approaches to the integration of content and language learning in different kinds of CLIL science classrooms to better support CLIL learners;
  • cover a wide range of topics within the context of CLIL science teaching, such as CLIL science pedagogy, classroom discourse, use of L1 and L2 (or translanguaging), use of multimodalities, only to name a few;
  • identify important implications for future research on the teaching and learning processes in science and other content subjects within CLIL contexts.

Abstract submission deadline: September 1st, 2017.

More information on deadlines and submission.

Paperback edition: Conceptualising Integration in CLIL and Multilingual Education (Update)

Last month, we published a discount offer on this website for the book Conceptualising Integration in CLIL and Multilingual Education (eds. Tarja Nikula, Emma Dafouz, Pat Moore and Ute Smit). Contrary to what we wrote earlier the paperback edition is not yet available, but the new edition will be published in August. The paperback edition can now be pre-ordered with a 30% discount (available until August 31, 2017).  Visit Multilingual Matters, add the book to your basket and use the discount code that can be found in the Multilingual Matters Discount Order Form.

The volume, which features publications from active CLIL ReN members, has been described as “a key step in establishing an understanding of language and content in CLIL and multilingual education. The authors provide a wealth of research offering valuable new insights into curriculum and pedagogy planning, participant perspectives and classroom practices, while introducing a conceptual framework to integration in CLIL.”

Applied linguistic perspectives on CLIL

Llinares, A. & T. Morton (eds.). (2017). Applied linguistic perspectives on CLIL. Amsterdam: John Benjamins Publishing Company.

This book represents a collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers’ professional identities.

Read more… Click here to read more »

AILA 2017 CLIL ReN Symposium: Programme

On July 23rd -28th, the 18th World Congress of Applied Linguistics will be held in Rio de Janeiro. At this conference the ReN Day will be on July 25th. the CLIL Research Network is pleased to announce the programme of the symposium “Individual Factors in CLIL teachers and learners”:

  • INTRODUCTION (Rick de Graaff & Russell Cross)
  • Individual factors influencing CLIL student choices in the transition from primary to secondary (Elisa Hidalgo-McCabe & María Fernández-Agüero)
    This paper presents a mixed-method analysis of the individual factors influencing CLIL students’ choices in transition between Primary and Secondary. To this end, 157 students were asked on their views on the bilingual programme they study in. The categories emerging from this analysis reveal interesting trends in students’ choices.
  • CLIL students’ motivation towards learning academic subjects in English (Thomas Somers & Ana Llinares)This study focuses on CLIL secondary school students’ motivation towards learning academic subjects in English. Using a specially designed questionnaire, students’ differential motivation is discussed in terms of individual factors such as exposure to English outside the classroom and the high- or low-immersion track in which they have been placed.
  • Underresearched, but highly relevant in language learning: EFL self-concept as an individual factor in CLIL environments (Dominik Rumlich & Julia Reckermann)This presentation explores the relevance of EFL self-concept for language learning in CLIL. Based on quantitative longitudinal data 1,000 secondary students, statistical evaluations confirmed the influence of EFL self-concept on EFL proficiency and interest in EFL classes; results suggest a genuine positive contribution of CLIL to students’ EFL self-concept.
  • BREAK (15 minutes)
  • Chicken or egg? Motivation for or from bilingual education in the Netherlands (Tessa Mearns, Do Coyle & Rick de Graaff)
    A study of individual motivational factors among learners in bilingual and single-language secondary education in the Netherlands. The aims of the study were to establish whether differences existed and in which respects, but also investigate whether learners were motivated for bilingual education or motivated by it.
  • CLIL can vary in each teacher and learner (Shigeru Sasajima)
    This paper tries to answer what CLIL is and focuses on language teacher trainees in order to understand how they see CLIL classrooms. Through their CLIL classroom observation, a variety of attractor states (some patterned outcome) have been identified. The results suggest each individual factor can develop contextualized CLIL pedagogy.
  • DISCUSSION and CONCLUSION (Rick de Graaff & Russell Cross)

Please note registration closes 30 April.