Category: (Re)situating CLIL knowledge as pedagogic practice

  1. New Open Access Research Article: Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context

    Within school contexts that are socioeconomically marginalized, complex factors often lead to languages learning being devalued in ways which adversely impact students’ potential, particularly their motivation to learn an additional language (L2). This paper examines the role of Content and Language Integrated Learning (CLIL) in shaping students’ L2 learning motivation within a school setting that […]

    clil.education.unimelb.edu.au/2024/06/28/new-open-access-research-article-content-and-language-integrated-pedagogy-and-language-learning-motivation-in-a-socioeconomically-marginalized-school-context

  2. Seminar: CLIL pedagogy, translanguaging, and materials (Prof Shigeru Sasajima, 3pm 22 Feb 2024)

    The CLIL Teacher Education Lab welcomes you to the following seminar:  CLIL pedagogy on learning together in translanguaging contexts—developing bilingual CLIL materialsProf Shigeru Sasajima Time 3–4 pm Date 22 February 2024 Location L219, Level 2 Faculty of Education, The University of Melbourne, 100 Leicester Street, Carlton, or register to view online via Zoom  Professor Sasajima […]

    clil.education.unimelb.edu.au/2024/02/13/seminar-clil-pedagogy-translanguaging-and-materials-prof-shigeru-sasajima-3pm-22-feb-2024

  3. New Project: Investigating language teacher cognition on education for sustainability

    Dr Shu Ohki has been awarded a University of Melbourne Early Career Reseacher Grant to undertake a new project, Investigating Language Teacher Cognition on Education for Sustainability. This project aims to examine language teacher cognition—“what teachers know, believe, think, and do” (Borg, 2003, p. 81)—on education for sustainability, one of the cross-curriculum priorities in the Australian curriculum […]

    clil.education.unimelb.edu.au/2023/11/07/new-project-investigating-language-teacher-cognition-on-education-for-sustainability

  4. New Publication – Social equity challenges for CLIL research

    Llinares, A. & Cross, R. (2022). New challenges for CLIL research. AILA Review, 35(2), 169–179. doi:10.1075/aila.00054.edi

    clil.education.unimelb.edu.au/2023/07/20/new-publication-social-equity-challenges-for-clil-research

  5. Now out: (In)equity Issues in CLIL

    Special issue of AILA Review 35:2 (2022) The 2022 special issue of AILA Review is now available, edited by Ana Llinares and Russell Cross. The collection addresses new challenges for CLIL research with respect to social equity, and includes contributions from:

    clil.education.unimelb.edu.au/2023/07/20/now-out-inequity-issues-in-clil

  6. ACTA 2022 – Pushing The Boundaries in TESOL

    2022 Australian Council of TESOL Associations International Conference — Pushing The Boundaries in TESOL — features presentations by our Lab members Russell Cross and Yvette Slaughter. The program also features MGSE colleague, Bonita Cabiles, winner of Penny McKay Award for her thesis, Participation and cultural and linguistic diversity: An in-depth qualitative inquiry of an Australian primary […]

    clil.education.unimelb.edu.au/2022/09/09/acta-2022-pushing-the-boundaries-in-tesol

  7. Teacher Education for CLIL (SLTED22)

    This invited symposium brings together international perspectives on CLIL with contributions from Australia, England, Finland and Wales to explore how CLIL teacher education is shaped by different educational contexts and to address the questions: How have teacher educators responded to challenges that have come from the field as CLIL has been introduced more widely? How […]

    clil.education.unimelb.edu.au/2022/09/09/teacher-education-for-clil-slted22-15-17-september-2022