Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-01-27 DOI:10.1016/j.learninstruc.2025.102083

Kevin W.H. Tai , Li Wei , Elizabeth Ka Yee Loh

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引用次数: 0

Abstract

The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.