Highlights of Lab Members’ Presentations at World CLIL 2025
Members of the Lab—Shu Ohki, Xiaoqing Chen, and Russell Cross—recently shared updates of their current research at the World CLIL conference 2025.
Shu Ohki shared findings from a study of newly arrived EAL students in Melbourne, demonstrating how CLIL’s 4Cs Framework and Language Triptych can help teachers mobilise learners’ cultural and linguistic resources. His work highlights the potential of embodied and arts-rich translanguaging pedagogies to foster inclusive, multilingual classrooms and support students’ confidence and competence in English.
Xiaoqing Chen, with Shu and Russell, examined how activity theory can illuminate the role of teacher dispositions in shaping CLIL pedagogy with a focus on the development of thinking skills, offering a novel framework for understanding CLIL teacher practice.
Russell Cross, in collaboration with Do Coyle, Kim Bower, Lindsay Oades, Ken Cruickshank, and Yvonne Foley, introduced a conceptual model that brings CLIL pedagogy and Positive Psychology together, to inform new practices aimed at fostering students’ wellbeing literacy.
We look forward to sharing more insights from the conference through our monthly professional learning circle and upcoming publications!