http://hdl.handle.net/20.500.12328/4403 Mon, 20 Apr 2026 17:14:36 GMT 2026-04-20T17:14:36Z http://hdl.handle.net/20.500.12328/4411 Focusing on interaction in the L2-medium classroom: a classroom observation checklist leading to teacher professional self-development Escobar Urmeneta, Cristina Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/20.500.12328/4411 2024-01-01T00:00:00Z http://hdl.handle.net/20.500.12328/4410 Creating and expanding communities in the CLIL classroom Byrne, Timothy James; Opello, Katherine CLIL (Content and Language Integrated Learning) refers to learning with a dual focus, the integration of content jointly with a second language. CLIL’s fourth C-Cultures has been defined as the development of intercultural awareness, citizenship, and global understanding. It is argued, however, that C-Cultures has been neglected, and therefore requires deeper exploration. In this article, we suggest enriching it with the principles of transdisciplinarity, Social and Emotional Learning, and Service Learning. This will allow language teachers to incorporate impactful current events into their CLIL’ed classes. Such an enriched concept of C-Cultures can be a meaningful way to foster and expand a sense of community among learners. In our article, we will show how a combination of transdisciplinarity, Social and Emotional Learning, and Service Learning has led to positive learning outcomes and personal satisfaction for the stakeholders in our CLIL’ed ESP classes at Université catholique de Louvain (UCLouvain), Belgium. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/20.500.12328/4410 2024-01-01T00:00:00Z http://hdl.handle.net/20.500.12328/4409 The effect of coteaching on EFL secondary school students’ engagement Vergés, Núria; Hernández, Susan It is generally agreed that learner engagement is a key factor for successful language learning and that coteaching increases instructional options for all students. However, it is still to be confirmed if supportive coteaching strategies can enhance active learner engagement in the English as a Foreign Language (EFL) classroom, which is guided by a communicative approach. This article explores the level of engagement of a group of students involved in a series of activities conducted by co-teachers in an EFL classroom at a secondary school in Catalonia, and reports on some strategies co-teachers use to promote students’ interaction in English and their commitment to the task. Video recordings and transcripts were analysed in terms of a) students’ level of engagement and b) potentially related coteaching strategies. Findings indicate that engagement is present in the classroom in various ways, and that the differentiated supportive actions of the co-teachers contribute to higher levels of engagement when compared to the actions of an individual teacher. We argue that coteaching should be promoted in EFL classrooms in secondary education and included in teacher development programmes as a complement to other school practices. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/20.500.12328/4409 2024-01-01T00:00:00Z http://hdl.handle.net/20.500.12328/4408 Taking advantage of sustainable development goals in project based CLIL: an international experience to enhance communication among primary students Calzado Villavecchia, Laura; Izcara Cayuela, Carlos One of the educational challenges that European countries face nowadays is to include the United Nations Sustainable Development Goals (SDGs) into their curriculums so that they could be achieved in 2030. Currently, the Catalan government has incorporated them into the last updated basic education curriculum in 2022. Content and Language Integrated Learning (CLIL) and Project Based Learning (PBL) have shown their effectiveness to boost collaborative work and communicative competence. Furthermore, the inclusion of the SDGs in an international context could increase students’ motivation towards the learning of English as a foreign language. This article presents the design, implementation and the students’ outcomes of an international project that was carried out in English with primary students from Barcelona, Bogotá and Toronto. The results of Spanish students seem to suggest that they are motivated to participate in communicative situations when they are engaged in an international blended CLIL-PBL project on global issues related to SDGs. A welcoming and trusting environment is created in class so the engagement of most of the students rises, the feeling of belonging to a community is strengthened and their willingness of communicating in English is enhanced. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/20.500.12328/4408 2024-01-01T00:00:00Z