Vocational guidance in CLIL (Content and Language Integrated Learning).
Researchers involved at UMU Dr. Pilar Aguado, Dr. Purificación Sánchez and Dr. Pascual Pérez-Paredes, Languages for specific purposes, language corpora, and English linguistics applied to knowledge engineering research group.
More info here.
Through the AESLA mail-list
::::::::::::::::::::::::::::::::::::::::::
CALL FOR PAPERS
International Journal of Bilingual Education and Bilingualism: Special Issue 2017
As guest editors (Yolanda Ruiz de Zarobe and Roy Lyster) of a Special Issue of the International Journal of Bilingual Education and Bilingualism, we invite you to submit proposals on the following topic:
Instructional practices and teacher development in Content and Language Integrated Learning (CLIL)
The aim of this Journal is to be thoroughly international in nature. It disseminates high-quality research, theoretical advances, and international developments related to
initiatives in bilingualism and bilingual education. Each year the International Journal of Bilingual Education and Bilingualism devotes two of its issues to Special Issues.
Previous Special Issues have tended to receive remarkable praise, particularly as they focus on one issue and often provide a major step forward in the study of a particular
This Special Issue on CLIL seeks:
• To promote theoretical and applied research conducted in the context of CLIL and other content-based programs such as immersion.
• To disseminate information about best practices in content-based instruction.
• To provide a truly international exchange on how CLIL pedagogy is applied in a wide
Authors are invited to submit proposals focusing on instructional practices and teacher development in CLIL at any educational level and in any educational setting. Both
state-of-the-art articles and empirical studies are welcomed. Manuscripts submitted should be original, not under review by any other publication and not published
– Deadline for 200-250 word abstracts: 15th September 2015. Proposals should be submitted by email attachment to the co-editors at yolanda.ruizdezarobe@ehu.es and
They should contain the author’s name, affiliation and e-mail address.
– Notification of acceptance/rejection: 1st November 2015. Please note that selection of the proposal does not always guarantee publication.
– Deadline for full papers (no longer than 7,000 words including notes and references):
15th February 2016. Each article will receive two independent and anonymous
For further information on the journal’s submission guidelines please visit.
http://www.tandf.co.uk/journals/rbeb
This report presents the findings of a study which attempted to provide an initial picture of the rapidly
growing global phenomenon of English medium instruction (EMI). Our working definition of EMI was:
The use of the English language to teach academic subjects in countries or jurisdictions where the first
language (L1) of the majority of the population is not English.
The study was conducted by EMI Oxford (The Centre for Research and Development in English Medium
Instruction), a centre based in the University of Oxford’s Department of Education. The research
group included Professor Ernesto Macaro, Dr Catherine Walter, Julie Dearden and Ting Zhao.
The study was enabled thanks to the support of the British Council and the data were collected between
October 2013 and March 2014.
The broad aim was to map the size, shape and future trends of EMI worldwide. In order to meet
the challenge of researching a global phenomenon with limited resources it was decided that the
methodology of this initial and unique study would be to ask British Council staff in 60 countries to act
as ‘informed respondents’ for the countries in which they were resident. Open-ended questionnaires were
sent to these respondents and they were asked to provide information on the current state of EMI under
a number of headings. Further information on the methodology used is provided in the main report.
We obtained information on 55 countries.
The main conclusions are:
■ The general trend is towards a rapid expansion of EMI provision.
■ There is official governmental backing for EMI but with some interesting exceptions.
■ Although public opinion is not wholeheartedly in support of EMI, especially in the secondary
phase, the attitudes can be described as ‘equivocal’ or ‘controversial’ rather than being ‘against’ its introduction and/or continued use.
■ Where there are concerns these relate to the potentially socially divisive nature of EMI because
instruction through English may limit access from lower socio-economic groups and/or a fear
that the first language or national identity will be undermined.
