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Relevant bibliographies by topics / Content language integrated learning

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Academic literature on the topic 'Content language integrated learning'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Content language integrated learning"

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Sándor, Gabriella. "Content and language integrated learning." International Journal of Multilingualism 10, no. 1 (2013): 130–31. http://dx.doi.org/10.1080/14790718.2012.665454.

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Dalton-Puffer, Christiane, and Tarja Nikula. "Content and language integrated learning." Language Learning Journal 42, no. 2 (2014): 117–22. http://dx.doi.org/10.1080/09571736.2014.891370.

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Issabekova, G., and N. Duisenova. "Austrian experience of content and language integrated learning (CLIL)." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (2020): 189–97. http://dx.doi.org/10.31489/2020ped4/189-197.

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The article reviews and analyses the Austrian practice of CLIL technology as an innovative form that meets the requirements and challenges of modern society. Based on their scientific and practical experience and ex-change of experience with Austrian scientists, experts and practitioners, the authors make a historical and lin-guistic overview of the implementation of subject and language integrated learning in Austrian school prac-tice, analyze the prerequisites of the CLIL in the educational system, goals and structure of the CLIL. The bi-lingual schools and bilingual lessons are individual a

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Gawlik-Kobylińska, Małgorzata, and Monika Lewińska. "Content Language Integrated Learning in Polish Higher Military Education." Connections: The Quarterly Journal 13, no. 3 (2014): 105–15. http://dx.doi.org/10.11610/connections.13.3.06.

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Artikova, Makhim. "Implementing Content And Language Integrated Learning (CLIL) In Secondary Schools." American Journal of Social Science and Education Innovations 02, no. 11 (2020): 253–60. http://dx.doi.org/10.37547/tajssei/volume02issue11-45.

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This paper aims to give information about the benefits and stages of implementation of Content and Language Integrated Learning (CLIL) in secondary schools. It focuses on the objectives and implementation stages of the CLIL, target language skills, assessment, feedback, and dual-subject knowledge in this approach. It further states the benefits of applying CLIL in preparing students for 21- century skills (Critical Thinking, Problem Solving, Decision making, Creativity, Collaboration, Communication), international standardized exams such as IELTS, TOEFL, and large-scale international assessmen

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Hunter, Moira, and Gale Parchoma. "Symposium 3: Content and Language Integrated Learning." Proceedings of the International Conference on Networked Learning 8 (October 14, 2024): 514–21. http://dx.doi.org/10.54337/nlc.v8.9129.

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European policies mandate encouraging plurilingualism in a digitally enhanced world. This mandate is placing increased demands on higher educational practitioners and institutions to prepare today’s learners with new linguistic skills. Content and Language Integrated Learning (CLIL) policy appears to resonate strongly with European aspirations and goals of educating citizens and promoting lingual diversity, pluriculturism, and mobility within the European Union. Whilst offering a potential solution through the interweaving of content and language in a dual-focused educational approach, CLIL is

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Ahmadova, Fagana. "Content and language integrated learning (CLIL)." Filologiya məsələləri Journal of Philological Issues, no. 7 (2024): 183. http://dx.doi.org/10.62837/2024.7.183.

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Busse, Vera. "CLIL: Content and Language Integrated Learning." System 39, no. 1 (2011): 123–25. http://dx.doi.org/10.1016/j.system.2011.01.001.

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Paran, A. "CLIL: Content and Language Integrated Learning." ELT Journal 67, no. 1 (2012): 137–41. http://dx.doi.org/10.1093/elt/ccs072.

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Fernández Fernández, Raquel. "CLIL. Content and Language Integrated Learning." Pulso. Revista de educación, no. 33 (October 30, 2010): 241–43. http://dx.doi.org/10.58265/pulso.5026.

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Dissertations / Theses on the topic "Content language integrated learning"

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Heine, Lena. "Problem solving in a foreign language [a study in content and language integrated learning]." Berlin New York, NY de Gruyter Mouton, 2007. http://d-nb.info/999262408/04.

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Zhang, Teng. "The interactions of ‘Mandarin as a second language’ teachers in Content and Language Integrated Learning classrooms." Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/79929.

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The goal of this research was to investigate the process of Child Second Language Acquisition in Mandarin as a Second Language classrooms by employing a Content and Language Integrated Learning approach in Australia. Teachers’ interactions and students’ responses to these interactions during the class were examined. The findings show that teachers’ interactions facilitate Second Language Acquisition by using various strategies, meanwhile, the students’ responses display various patterns to support their second language learning.

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Zindler, Kerstin. "Content and Language Integrated Learning (CLIL) and PE in England : an exploratory study." Thesis, University of Sheffield, 2013. http://etheses.whiterose.ac.uk/5522/.

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Research on Content and Language Integrated Learning (CLIL) is slowly coming of age, as can be seen in the growing number of studies from different educational contexts. While the majority of research in the field focuses on general assumptions on CLIL, this study argues the case for more subject specific CLIL research that takes subject specific methodologies into account. Concentrating on the subject area of physical education (PE), the research project features the in-depth study of four cases which all combine language learning and sport. All cases are set in English secondary state school

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Fujimura, Tomoko. "A Multimodal Discourse Analysis of Student Explanations in Content and Language Integrated Learning." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/494247.

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Teaching & Learning<br>Ed.D.<br>This study was an investigation of students’ explanations of disciplinary knowledge in content and language integrated learning (CLIL). In recent years, an increased interest in teaching content subjects in a foreign language (FL) has brought a growing body of research on CLIL (e.g., Dalton-Puffer, 2007; Llinares, Morton, & Whittaker, 2012), which has yielded valuable insights into CLIL classroom discourse. However, there is a paucity of studies that examined the development of student discourse in CLIL settings because most of existing CLIL research draws on la

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Nguyen, Thi Bich Ngoc. "Content and language integrated learning in Vietnam : evolution of students' and teachers' perceptions in an innovative foreign language learning system." Thesis, Toulouse 3, 2019. http://www.theses.fr/2019TOU30086.

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Cette recherche porte sur un dispositif d'enseignement d'une langue étrangère innovant au Vietnam, de type EMILE (Enseignement d'une matière intégrée à une langue étrangère) et promu par Le Ministère de l'éducation et de la formation en 2008. IL s'agit d'une recherche exploratoire et qualitative visant à extraire les représentations d'élèves de 1ère et 2ème année au lycée. Un premier questionnaire administré au début de la mise en œuvre de l'EMILE porte sur leurs perceptions/motivations au sujet de l'anglais en général, les cours d'anglais et les cours de type EMILE. Un deuxième questionnaire

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Pyne, Robyn Morgan. "Internationalising Chinese maritime higher education : developing content and English language integrated teaching and learning." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/1010.

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This thesis examines how new maritime nations, which are engaged in the export of seafaring labour, need to respond to the demands of the international maritime industry. In particular, traditional maritime nations are calling for greater internationalisation of maritime education and training. The global labour market for seafarers, which is dominated by employers from traditional maritime nations, demands internationally minded graduates. China’s response to these demands for quality labour exports from new maritime nations is the subject of exploration in this thesis. Within the specific co

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Papaja, Katarzyna. "A qualitative evaluation of content and language integrated learning (CLIL) in Polish secondary education." Doctoral thesis, Katowice : Uniwersytet Śląski, 2010. http://hdl.handle.net/20.500.12128/5171.

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Celem pracy doktorskiej jest zbadanie zintegrowanego kształcenia przedmiotowo-językowego (CLIL) w polskiej szkole średniej poprzez jego jakościową ocenę. Badanie empiryczne zostało przeprowadzone w jednej ze szkół średnich w Krakowie w której uczniowie mają możliwość uczenia się geografii, biologii oraz matematyki w języku angielskim. Badanie zostało przeprowadzone przez okres jednego roku szkolnego. 33 uczniów z klasy 1-szej dwujęzycznej oraz 3 nauczycieli uczących w klasach dwujęzycznych wzięło udział w badaniu. Uczniowie oraz nauczyciele byli obserwowani przez autorkę pracy doktorskiej oraz

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Thorne, Rochelle. "Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020903.

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Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would impr

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Leung, Chung-yin Patrick, and 梁仲賢. "Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193541.

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With the implementation of the fine-tuned medium of instruction policy in Hong Kong in September 2010, the era of compulsory mother tongue education has come to an end. Compared with a decade ago, more secondary schools are now teaching content subjects in English, a second language to the majority of students. To ensure that this change can enhance students’ English proficiency without sacrificing their academic achievement, the educational initiative Language Across the Curriculum, or more widely known as Content and Language Integrated Learning (CLIL), aiming at simultaneous content and lan

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Sardellini, Eleonora. "Content and English Language Integrated Learning: The use of Moodle in Aircraft Maintenance Training Programs." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8172/.

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The aim of this work is to develop a prototype of an e-learning environment that can foster Content and Language Integrated Learning (CLIL) for students enrolled in an aircraft maintenance training program, which allows them to obtain a license valid in all EU member states. Background research is conducted to retrace the evolution of the field of educational technology, analyzing different learning theories – behaviorism, cognitivism, and (socio-)constructivism – and reflecting on how technology and its use in educational contexts has changed over time. Particular attention is given to techno

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Books on the topic "Content language integrated learning"

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Ruiz de Zarobe, Yolanda, and Rosa María Jiménez Catalán, eds. Content and Language Integrated Learning. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675.

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Sylvén, Liss Kerstin, ed. Investigating Content and Language Integrated Learning. Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425.

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1951-, Hood Philip, and Marsh David 1956-, eds. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

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Coyle, Do. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

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Coyle, Do. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

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1951-, Hood Philip, and Marsh David 1956-, eds. CLIL: Content and language integrated learning. Cambridge University Press, 2010.

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Luisa, Carrió-Pastor María, ed. Content and language integrated learning: Cultural diversity. Peter Lang, 2009.

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Pérez Cañado, María Luisa, ed. Content and Language Integrated Learning in Monolingual Settings. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68329-0.

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Ruiz de Zarobe, Yolanda, and Darío Luis Banegas, eds. Content and Language Integrated Learning in South America. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-52986-3.

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Hüttner, Julia, and Christiane Dalton-Puffer. Building Disciplinary Literacies in Content and Language Integrated Learning. Routledge, 2024. http://dx.doi.org/10.4324/9781003403685.

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Book chapters on the topic "Content language integrated learning"

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Kemsies, Ronald, and Georg Hellmayr. "Content and Language Integrated Learning." In Language Policy. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_10.

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Morton, Tom, and Ana Llinares. "Content and Language Integrated Learning (CLIL)." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.01mor.

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Kamal, Asif. "Content and Language Integrated Learning." In The Routledge Handbook of English Language Education in Bangladesh. Routledge, 2020. http://dx.doi.org/10.4324/9780429356803-14.

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Morton, Tom. "Content and language integrated learning." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-22.

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Marsh, David. "Foreword." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-001.

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Zarobe, Yolanda Ruiz de, and Rosa María Jiménez Catalán. "Introduction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-003.

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Fontecha, Almudena Fernández. "1. Spanish CLIL: Research and Offi cial Actions." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-004.

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Puerto, Francsico Gallardo del, Esther Gómez Lacabex, and Maria Luisa García Lecumberri. "4. Testing the Effectiveness of Content and Language Integrated Learning in Foreign Language Contexts: The Assessment of English Pronunciation." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-007.

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Catalán, Rosa María Jiménez, and Yolanda Ruiz de Zarobe. "5. The Receptive Vocabulary of EFL Learners in Two Instructional Contexts: CLIL versus non-CLIL Instruction." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-008.

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Espinosa, Soraya Moreno. "6. Young Learners’ L2 Word Association Responses in Two Different Learning Contexts." In Content and Language Integrated Learning, edited by Yolanda Ruiz de Zarobe and Rosa María Jiménez Catalán. Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691675-009.

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Conference papers on the topic "Content language integrated learning"

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Gavriilidou, Zoe. "Content and AI Integrated Learning in Language Teaching for Enhanced AI Literacy." In 11th International Conference of the Immersive Learning Research Network. The Immersive Learning Research Network, 2025. https://doi.org/10.56198/nhe4nc11.

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Seiz Ortiz, Rafael, and Ángela Barrera Puerto. "GAMIFICATION IN A CONTENT AND LANGUAGE INTEGRATED LEARNING CONTEXT." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1286.

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Launganggoon, Nuchwana. "Language Skill Assessment Through Content and Language Integrated Learning." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2018. http://dx.doi.org/10.26499/iceap.v2i1.101.

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Hüttner, Julia. "Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-5.

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The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to

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Gimeno-Sanz, Ana, Caoimhín Ó Dónaill, and Kent Andersen. "Supporting content and language integrated learning through technology." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000203.

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Maykova, Tatiana, Olga Teterkina, and Olga Bagmat. "CONTENT AND LANGUAGE INTEGRATED LEARNING PRINCIPLES IN FOREIGN LANGUAGE COURSE DESIGN." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0581.

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Cuciureanu, Monica. "Challenges And Innovation Through Content And Language Integrated Learning." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.206.

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Schneiderova, Anna. "CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING): CASE OF LEGAL STUDIES." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0935.

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Juangsih, Juju. "Japanese Language Teaching for Tourism using Content and Language Integrated Learning Approach." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007170205200526.

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Diaz-Carrion, Rosalia, and Noelia Franco-Leal. "CONTENT AND LANGUAGE INTEGRATED LEARNING: A TEACHING EXPERIENCE IN STRATEGIC MANAGEMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0419.

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Reports on the topic "Content language integrated learning"

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Merzlykin, Olexandr, and Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2897.

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Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10

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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challen

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Burchell, Shane, Jaclyn Bovee, Marleen Carroll, et al. An Integrated ELD Guide for District Leaders. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1173.

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In 2019, a small group of district leaders and Oregon State University faculty began gathering to discuss districts’ efforts to move away from stand-alone English language development (ELD) courses and toward integrated ELD models that would teach language in the context of content instruction and reduce the segregation of English Learner classified multilingual learners during the school day. We began to realize that many local districts were also interested in shifting their ELD models, with many either developing integrated ELD programs or expanding the ones they already had in place. Our s

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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an

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Redolfi, Michela, and Matteo Socciarelli. Reading on paper, reading on screens. How ways of reading change and influence habits, language, and learning. Future Education Institute, 2024. https://doi.org/10.63523/r5h5q4.

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**Abstract** The advent of digital technologies has profoundly transformed reading practices and related skills, raising questions about the preference between reading on paper and on screens. While reading on paper promotes a linear and sequential approach, screen reading encourages practices such as skimming and scanning, requiring the development of new cognitive abilities. In an educational context where attention and comprehension are constantly challenged by digital devices, it becomes essential to move beyond the dichotomy between paper and digital, adopting a more integrated and consci

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Green, Nancy, Giuseppe Carenini, Stephen Kerpedjiev, Steven Roth, and Johanna Moore. A Media-Independent Content Language for Integrated Text and Graphics Generation. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada459464.

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Siskind, Jeffrey M. Emergent Intelligent Behavior through Integrated Investigation of Embodied Natural Language, Reasoning, Learning, Computer Vision, and Robotic Manipulation. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada551162.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical

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Shokaliuk, Svitlana V., Yelyzaveta Yu Bohunenko, Iryna V. Lovianova, and Mariya P. Shyshkina. Technologies of distance learning for programming basics lessons on the principles of integrated development of key competences. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3888.

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In the era of the fourth industrial revolution – Industry 4.0 – developing key competences (digital, multilingual and mathematical competences in particular) is of paramount importance. The purpose of this work is to investigate the content of key competences of a secondary school student and to develop a method of teaching for the integrated development of multilingual and mathematical competences in the process of teaching Programming Basics with the help of distant technologies. The objectives of the research include generalizing and systematizing theoretical data on the structure and the c

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologi

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