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 […]
Congratulations to Xiaoqing Chen, whose candidature was recently confirmed for her following PhD project: CLIL teachers’ practice of the “third C” and its relationship with their language-/content-dispositions “Cognition” is one of the four key dimensions that comprise of understanding of CLIL (alongside Communication, Content, and Culture), and existing research has extended our knowledge of cognition and […]
The 2023 VicTESOL Symposium was held at the Victorian Academy of Teaching and Leadership in North Melbourne. With the theme of “Sustaining EAL expertise: Voices from research, leadership, and the classroom”, the day began with Prof Karen Johnson‘s (Penn State) keynote, Responsive Mediation and Shifting Novice L2 Teacher Instructional Stance — building on a Vygotskian […]
Footscray Primary School are looking for teachers to join their fabulous bilingual teaching team. 2024 2023 The positions are currently on Recruitment Online. Contact Jackie (jacqueline.robertson@education.vic.gov.au) if you would like to chat about the positions, join a tour, or drop in for a visit.
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 […]
Symposium 4–5pm, finger food and drinks 5–5.30pm Dynamic linguistic and cultural diversity characterises much of the educational landscape in the global north and south and is realised in many Australian schools and classrooms. The positioning of linguistic and cultural resources in relation to educational policies, curriculum, assessment, and pedagogy is therefore of critical importance. In […]
Llinares, A. & Cross, R. (2022). New challenges for CLIL research. AILA Review, 35(2), 169–179. doi:10.1075/aila.00054.edi
Cross, R. (2022). Addressing social equity by making explicit the implicit value systems within content and language learning: A pedagogical framework for culture within CLIL. AILA Review, 35(2), 180–202. doi:10.1075/aila.22025.cro
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 Lab was pleased to host a recent study visit seminar by Prof Mayumi Takizawa, on 27 April, 2023. Mayumi is an active member of J-CLIL and CLIL-ite, and a current candidate for teacher accreditation with these organizations. For over a decade, she mainly taught English for Tourism at Tokai University and English Education for […]
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