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Using advanced artificial intelligence (AI) technology in learning environments is one of the latest challenges for educators and education policymakers. Conversational AI brings new possibilities for alternative and innovative Information and Communication Technologies (ICT) tools, such as AI chatbots. This paper reports on field experiments with an AI chatbot and provides insights into its contribution to Content and Language Integrated Learning (CLIL). More specifically, this paper presents an experimental use case of an educational AI chatbot called AsasaraBot, designed to teach high school students cultural content in a foreign language, i.e., English or French. The content is related to the Minoan Civilization, emphasizing the characteristic figurine of the Minoan Snake Goddess. The related chatbot-based educational program has been evaluated at public and private language schools in Greece. The findings from these experiments show that the use of AI chatbot technology for interactive ICT-based learning is suitable for learning foreign languages and cultural content at the same time. The AsasaraBot AI chatbot has been designed and implemented in the context of a postgraduate project using open-source and free software.

This article explores the temporal nature of language learning in classroom settings through the lens of Conversation Analysis (CA) by drawing on video-recorded interactions from Content and Language Integrated (CLIL) classrooms. It outlines some methodological challenges that the task of documenting language learning in and as observable social interaction poses for CA studies of second language (L2) learning and proposes that learning has typically been described as either a situated activity (in cross-sectional studies) or a series of intermediate achievements (in longitudinal studies). The empirical analysis focuses on interactional instances in which students observably invoke and describe their earlier learning activities or achievements as part of some ongoing classroom activity, either in wholeclass or peer interaction. It is argued that such instances of a retrospective orientation to learning offer empirical materials for examining learning trajectories from a participant's perspective, how connections between moments and social domains separated by time and space are forged, and how resources are accumulated, recalibrated, and put to use. The focal interactions also raise conceptual implications for the ways in which learning is both situated and transferable, as well as methodological implications for how retrospection can best be rendered analytically accessible by way of a CA approach.

This study interrogates whether Augmented Reality (AR) enhances vocabulary and content acquisition within Content and Language Integrated Learning (CLIL), situating the question in the broader debate on how immersive, multimodal technologies shape achievement and engagement. This study’s novelty lies in its direct AR-versus-print comparison in a real CLIL classroom using markerless, smartphone-based technology. Using a mixed-methods, classroom-based experiment, we drew on a convenience sample of 129 secondary students (ages 16–18), assigning them to an AR intervention (n = 64) or a print-based control (n = 65). Both cohorts received parallel instruction covering identical objectives and materials; vocabulary attainment was gauged using matched pretest and post-test measures, while engagement, attitudes, and perceived usefulness were captured through paired pre- and post-surveys and open-ended prompts. Quantitative analyses compared change scores across conditions and were complemented by qualitative summaries of learner comments. Results indicate that exposure to AR exerted a positive influence on learners’ engagement and supported learning processes, with perceptible shifts in students’ views of AR between baseline and post-intervention; nevertheless, effects were heterogeneous across instruments, items, and subgroups, suggesting that benefits accrued in a targeted rather than uniform fashion. Compared to the print-based group, students using AR demonstrated greater gains on visually supported vocabulary and content items, while other items showed no significant differences between groups. We conclude that AR constitutes a promising pedagogical resource for CLIL, capable of scaffolding vocabulary/content development and motivating participation, while the observed variability underscores the need for principled, context-sensitive integration. Future work should specify boundary conditions—such as task type, prior proficiency, cognitive load, and technology familiarity—and employ robust mixed-methods designs to determine for whom, and under which instructional circumstances, AR yields the greatest and most sustainable gains.

Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.

Learning foreign languages is a process of acquiring authentic contents in cultural contexts. In this respect, bilingual programs provide an effective connection between content-based studies and linguistic activities. The European umbrella term CLIL (Content and Language Integrated Learning) not only comprises the aims and objectives of a sustainable format of teaching foreign languages but also the priority of content over language, in other words: language follows content, as in the Bauhaus precept form follows function. But in order to effectively integrate content and language, a comprehensive pedagogical approach is needed that goes beyond existing curricula and guidebooks. Bernd Klewitz aims at establishing the CLIL methodology by linking content requirements of subject areas, especially those in the social sciences, with linguistic building blocks and tools. The integrative methodology of bilingual programs extends to the study of literature, traditionally a domain of language tuition, but thought to be a seminal part of CLIL as well. The building blocks and language tools presented in this volume focus on learning foreign languages in cultural contexts, aims, and objectives of CLIL, parameters of an integrated bilingual teaching strategy, dimensions of bilingual learning, elements of a CLIL concept, Literary CLIL, CLIL tools and strategies, modules with worked examples, challenges, and desiderata, and a comprehensive glossary. Each section is completed with an interactive part of review, reflection, and practice.

PurposeThe paper reports how lesson study helped to make the learning of students with limited English competencies visible in Content and Language Integrated Learning (CLIL).Design/methodology/approachThe two lesson study cycles took place in a Swiss primary school with a focus on three case pupils each with heterogeneous attainment levels in English. The research group observed how the case pupils coped with learning English integrated with art, crafts, and sports in four research lessons. Following a case study methodology, the research focussed on how the case pupils used their limited English language competencies complemented with multilingual and multimodal means to make their learning visible.FindingsThanks to the close observations of students’ learning and the detailed analysis thereof as a cooperative effort of the research group, the lesson study revealed that the case pupils used varied means to express their learning partly depending on their levels of English.Research limitations/implicationsThis small-scale case study only describes data collected from four research lessons based on a total of 12 case pupils.Originality/valueCommonly during lesson study, the students’ learning is captured through the verbal language they use. But if the research lesson takes place in a foreign language setting in which students’ language competencies are limited in expressing their learning, other languages and modes of communication must be considered. To date, there are few papers on how lesson study helps to explore learners’ use of so-called translanguaging and trans-semiotising.

This study aims to examine how CLIL approach can be employed for integrating gender sensitization and gender-neutral language of English to enhance critical thinking. CLIL stands for Content and Language Integrated Learning approach which integrates content and language, placing equal focus on both. The study uses a cross-sectional pre-experimental research design, following one group: pre-test, intervention and post-test model. Convenience sampling is employed to select the participants: 105 engineering second-year students attending Gender Sensitization MNC at an NIT. The results of the study were analysed using both inductive and descriptive analyses along with inferential statistics. They conclude that CLIL is an effective approach to integrating gender sensitization and gender-neutral language of English to enhance critical thinking.

Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development.

Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impact when employing a TL-TS pedagogical approach. Analysis of students’ pre- and post-tests and multimodal classroom interactions reveals that effective collaboration between nursing specialists and language experts in CLIL can be fostered by (1) aligning with language education principles through the incorporation of internally persuasive discourse (IPD) about language learning and TL-TS practices; (2) simulating potential professional contingencies and co-developing coping strategies using TL-TS; and (3) elucidating nursing language norms through TL-TS and IPD. We advocate for re-imagination of CLIL in English-medium nursing education through an organistic–procedural TL perspective and highlight its potential to enhance EAL nursing students’ development of language proficiency and professional competencies.

Content and Language Integrated Learning (CLIL) is increasingly adopted globally, including in Taiwan’s educational initiatives, yet challenges remain in implementing effective CLIL practices, such as pedagogy and curriculum design. This study investigated the effectiveness of multimodal task designs, combining hands-on learning with poster presentations, in enhancing oral communicative competence within CLIL contexts. Employing a mixed-methods, quasi-experimental design with a comparative case study framework, the study assessed English oral communicative competence in four intact fourth-grade Taiwanese CLIL Social Studies classes. The hands-on learning group (EG, n  = 40) engaged in activities like Chinese Dumpling Making, Bird’s Nest Building, and Succulent Pot Designing, while the non-hands-on learning group (CG, n  = 34) used traditional worksheets on the same topics. Both groups proceeded to poster presentations within their multimodal task design, where students’ oral communicative competence was assessed using rubrics developed based on Coyle’s 4Cs dimensions, focusing on Content, Communication, and Cognition. Additionally, students’ cultural knowledge related to the hands-on topics was evaluated through written tests. To complement the quantitative data, qualitative data from self-reported reflections and video recordings documenting interventions were collected for the assessment of oral communicative competence within a CLIL framework. Results demonstrate that integrating hands-on activities significantly enhanced procedural content, communication (i.e., sentence complexity, pronunciation accuracy for target vocabulary, presentation fluency), and cognitive abilities, confirming the efficacy of multimodal learning approaches in fostering linguistic and cognitive engagement. Post-test comparisons show the EG’s superiority in cultural knowledge acquisition across all three hands-on topics. Student reflections endorsed the enrichment of learning experiences through multimodal task design. Video analysis of both groups’ interventions revealed that despite significant engagement and autonomy, EG students commonly utilized general English rather than target vocabulary, a pattern similar to that observed in the CG. These findings highlight the potential of diverse modalities in CLIL to enhance English content learning and oral skills, shaping future pedagogy and language strategies in Taiwan. The study also emphasizes the role of embodied learning, the interplay between physical actions and cognitive processes, to facilitate deeper understanding and engagement with subject matter within CLIL settings.