The Research Network on Content and Language Integrated Learning and Immersion Classrooms (CLIL ReN) aims at joining expertise of CLIL researchers in language acquisition, language use, language pedagogy and subject pedagogy. >About CLIL-ReN

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.

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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

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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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36th International AESLA Conference, Cadiz (Spain), 19-21 April 2018

The 36th International Conference of the Spanish Society for Applied Linguistics (AESLA 2018) is organised by scholars and researchers from the Department of French and English Philology and the Research Institute of Applied Linguistics at the University of Cadiz. The Conference will be held next April 19-21, 2018 at the Faculty of Arts and Humanities, located in the heart of the city centre.

The theme for the AESLA 2018 conference is “Applied Linguistics and Knowledge Transfer: Employability, Internationalization and Social Challenges”. 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. Read more »

Recent Publications


New publication: A Longitudinal Study on the Impact of CLIL on Affective Factors

In addition to the list of recent publications we posted on this website recently, we would like to highlight the following publication:

Content and Language Integrated Learning (CLIL) programmes are burgeoning in European school contexts due to the widespread belief that they help to significantly improve foreign language learning while content learning is not negatively affected. However, some of its purported benefits still need to be empirically confirmed. Thus, while this approach is widely believed to positively influence students’ affective stance, research studies are scant, and hardly any are longitudinal in nature. In an attempt to fill this gap, the present longitudinal study aims to analyse the impact of CLIL on different affective components. The participants are 304 secondary education students who were enrolled in CLIL and non-CLIL programmes. Contrary to expectations and the reviewed literature, the downward motivational trend observed in non-CLIL students in previous studies was not found. The results also indicate that CLIL does not help to sustain students’ motivation over time, but motivation to learn the subject matter is maintained in CLIL classes.

Recent publications – October 2017

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

Click on ‘read more’ for the abstracts.