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Alcaraz-Mármol, Germa – Latin American Journal of Content and Language Integrated Learning, 2018
Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The…
Descriptors: Foreign Countries, Bilingual Education, Elementary School Teachers, Language Usage
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Graham, Keith Mathew; Choi, Yunkyeong; Davoodi, Amin; Razmeh, Shakiba; Dixon, L. Quentin – Latin American Journal of Content and Language Integrated Learning, 2018
Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries
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Bernal Castañeda, Sergio – Latin American Journal of Content and Language Integrated Learning, 2017
This article aims to show and explain the growing motivational, personal or affective difficulties that unemployed adult learners are currently facing in the English subject when they decide to retake their education in age-diverse Vocational Training Programs in the Spanish educational system. The results presented in this article are based on a…
Descriptors: Second Language Learning, English (Second Language), Second Language Instruction, Oral Language
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Arribas, Mario – Latin American Journal of Content and Language Integrated Learning, 2016
CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students' receptive vocabulary…
Descriptors: Foreign Countries, Secondary School Students, Student Motivation, Second Language Learning
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Guillamón-Suesta, Francisco; Renau Renau, Maria Luisa – Latin American Journal of Content and Language Integrated Learning, 2015
Content and language integrated learning (CLIL) has emerged in European education as an effective method to enhance and reinforce students' competence in English and skills while covering traditional content areas. This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. Our…
Descriptors: Teaching Methods, Second Language Learning, Second Language Instruction, Course Content
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González Gándara, David – Latin American Journal of Content and Language Integrated Learning, 2015
There is a concern in Galicia (Spain) about possible negative effects on academic performance caused by the introduction of CLIL (content and language integrated learning) in schools. It has been said that when three languages coexist in the same context as vehicles of education, it is too much for the students, especially in primary education. In…
Descriptors: Academic Achievement, Second Language Learning, Language of Instruction, Course Content
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Tsuchiya, Keiko; Pérez Murillo, María D. – Latin American Journal of Content and Language Integrated Learning, 2015
Content and language integrated learning (CLIL) has been widely implemented in educational systems in Europe since the mid-1990s based on their multilingual education policy. CLIL integrates acquisition of subject knowledge with language learning, either a second or foreign language, simultaneously. Recently, CLIL in English has been introduced in…
Descriptors: Cross Cultural Studies, Language Planning, Questionnaires, Foreign Countries