CLIL emphasizes the importance of balancing both language and content in theory, but how does it play out in reality?! Through teacher interviews grounded in actual classroom practice, the CLIL Teacher Education Lab at the University of Melbourne has a new project to explore whether there is a tendency to emphasise either content and language […]
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:
The CLIL Teacher Education Lab is excited to announce the launch of our new monthly series, CLIL Professional Learning Circles, starting in February 2025. These sessions are intended as a regular, informal, and casual space for teachers and researchers interested in Content and Language Integrated Learning (CLIL) to discuss current issues, share ideas, and learn together. […]
The CLIL Teacher Education Lab is pleased to announce the following free face-to face/online seminar, presented in person by Dr T.J. Ó Ceallaigh and Máire Uí Chonghaile, University College Cork. This is the first in a new monthly series of CLIL Professional Learning Circles the Lab is setting up for 2025, intended as regular but […]
https://www.worldclil.com/ On June 13-14, 2025, Maynooth University, Post-Primary Languages Ireland, and Queen’s University Belfast are hosting World CLIL 2025 in Ireland, providing a platform for academic and practitioner exchange, collaboration, and the dissemination of innovative research and practice under the theme: CLIL Connects: The Role of CLIL Across Subject Disciplines, Supporting and Developing Pluriliteracies, Plurilingual […]
Russell Cross and Kris Sapetora both recently spoke the 2024 Intensive Chinese Network (ICN) Workshop, featuring work being done within the Lab on CLIL. Russell’s keynote focused on the new insights gained from the recent research on CLIL teacher dispositions, and its impact when there’s an emphasis on either content or language in actual practice. […]
The Lab was pleased to host a three-day event with J-CLIL visit scholars from Japan on 21–23 August, 2024. The first day comprised a series of discussions and hands-on workshops. In the morning, Yvette Slaughter gave the Japanese scholars an overview of language development in Australia and Victoria. Her presentation showed Australia’s rich linguistic diversity and […]
The CLIL Teacher Education Lab welcomes you to the following seminar: “Nah she’s a good gardia”: My accidental journey into Indigenous educational research and what I’ve learnt along the way.Prof Rhonda Oliver In this presentation I will outline some of the studies I have undertaken in the last two decades within the Indigenous education area. […]
The AILA 60th Anniversary World Congress will be held on 11-16 August 2024 at Kuala Lumpur, Malaysia. Our Lab members will give a series of presentations based on our current projects, with the common theme being a sociocultural perspective on how teachers enact agency in their CLIL teaching, and the influence of dispositions on that […]
How do you integrate language and content across the Victorian Curriculum? Integrating language with other curriculum areas is crucial for CLIL, but when the curriculum assumes language and content to be separate learning areas this can be complex. This project aims to understand “how do teachers navigate the curriculum to make various approaches to languages […]
How do you support students’ thinking when they learn through another language? Developing students’ thinking is a crucial part of teaching. This aspect is rather complex when we use other languages to teach, such as teaching Maths in Japanese. By observing classroom teaching and interviewing teachers about their lessons, this project wants to know “how […]
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 […]
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