We would like to highlight the following recent publications:

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Merino, J. A., & Lasagabaster, D. (2018). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 1-14.

  • Content and language integrated learning (CLIL) programmes are mushrooming in many different contexts. However, research has mainly focused on their impact on foreign language learning and to a lesser extent on L1 development, whereas the number of studies undertaken in multilingual contexts in which more than two languages coexist is negligible. In an attempt to fill this gap, the overall aim of this research study was to examine the effect of CLIL on the learning of three languages in contact, namely English, Basque and Spanish in the Basque Country, Spain. With this objective in mind, two test rounds were conducted in a longitudinal study spanning one year and in which 285 secondary education students took part. The results revealed significantly higher scores on the part of the CLIL students in English (which represents the L3 and the foreign language in this context) in both test rounds, although a similar linguistic development between the experimental CLIL and the control non-CLIL groups was observed. Additionally, no significant differences were found in the students’ L1 and L2 development (Spanish and Basque), despite the fact that CLIL students had a lower exposure to Basque in the school context.

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.

  • The role of subject teachers in content and language integrated learning (CLIL) has received little attention, since most research focuses on language learning results of students. This exploratory study aims to gain insight into the perceptions of Dutch bilingual education history teachers by comparing teaching CLIL with regular history teaching. We used questionnaires and interviews to collect data. Results show that bilingual education history teachers perceived their dual task as language and subject teachers to be challenging. Teaching in English also enriched their teaching skills and eventually had a positive influence on their level of job satisfaction.

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.

  • The purpose of this study was to design and validate a tool to observe the teaching of physical education (PE) through a foreign language (L2) and to measure the engaged time and language learning aspects of children’s physical activity in PE classes where a content and language integrated approach (CLIL) was used. A first draft of the tool was tested for validity by experts, revised and then tested in a pilot study by three trained observers to 613 min of video-recordings of 15 different CLIL teachers conducting real PE classes. The results of the pilot study indicated that motor-engaged time in PE lessons applying the CLIL approach was, on average, 41.86%, which is lower than what is generally recommended by educational authorities for PE classes. Non-parametric tests indicated that this shortfall in the amount of physical activity time may be accounted for by the excessive use of language support materials such as flashcards to facilitate communication or the types of physical activity involved in the lessons. It is suggested that this imbalance in physical activity time vs. L2 language learning could be addressed by either extended the duration of PE-in-CLIL classes or by providing more focused training for PE-in-CLIL teachers.

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.

  • In the past two decades, content and language integrated learning (CLIL) has seen a surge in uptake, especially in European schools offering forms of bilingual education. This article reports a study investigating practitioner and specialist perceptions about the goals and practices of CLIL in the Netherlands, one of few countries where CLIL provisions are highly institutionalized at the national level. To investigate these stakeholders’ perceptions about ideal CLIL pedagogies in an in-depth way, semi-structured interviews were held with seven CLIL practitioners and nine CLIL specialists. Inductive content analysis of the interview transcripts identified four themes relating to stakeholders’ perceptions of ideal CLIL pedagogies: (1) Meta-goals; (2) Teaching resources; (3) Student output; and, (4) Feedback and assessment. The most important themes and sub-themes for each group are discussed in detail. In addition to providing a rich picture of ‘ideal’ CLIL pedagogies by key stakeholders in the Netherlands, the results also showed that, despite the level of institutionalization of CLIL in the Netherlands, specialist and practitioner perceptions of ideal CLIL pedagogies seem not to be fully aligned. The implications for teacher-education and CLIL policy in the Netherlands and other contexts are discussed.