29 November 2024 LAb

13th LAb session. Friday 29th November, 2024

Featured speakers:

  • Gregory Paul Glasgow, Kanda University of International Studies, Japan
  • Marcella Menegale, Ca’ Foscari University Venice, Italy
  • Rieko Nishida, Graduate School of Humanities, Osaka University, Japan

CLIL (Content and Language Integrated Learning) and Learner Autonomy

The integration of content and language through Content and Language Integrated Learning (CLIL) has shown promising results in motivating learners and enhancing their self-directed learning skills. As CLIL continues to spread globally, it offers a unique dual-focus approach, encouraging students to engage more actively in the learning process by using language meaningfully to explore content. This method not only fosters cognitive flexibility but also aligns with constructivist theories that promote autonomy in the classroom.

The theme of the 13th LAb session to be held on Friday, 29th November 2024, is ‘Learner Autonomy and CLIL.’ We invite educators, researchers, and practitioners to explore how CLIL can cultivate learner autonomy in diverse educational settings. By examining the intersection between motivation, content engagement, and language proficiency, we aim to deepen our understanding of how CLIL empowers learners to take ownership of their educational journeys. We welcome short presentations that discuss empirical findings, theoretical perspectives, and practical applications of CLIL in fostering autonomous learning.

We welcome contributions from early-career researchers, practising teachers and learning advisors, and established scholars. 

Presentation types welcomed:

  • Descriptions of practice (How do you integrate the promotion of learner autonomy in your CLIL courses, in class or beyond the classroom?)
  • Research summaries (What research have you started in this area? What have you found so far? What advice do you have for others conducting such research?)
  • Short workshops (How have you integrated autonomy and CLIL in your practice? Share some practical skills with participants – interactive activities would be appreciated.)
  • Research query (Are you stuck? Do you have some puzzles related to research in CLIL and learner autonomy? Ask the RILAE community to help you solve the issue.)
  • Interview (Would you like to conduct an interview with an established scholar in the field? Are you a scholar who would like to be interviewed? Let us know! Or would you like to interview someone as a pre-recorded contribution?)
  • Review (Would you like to share your views on a book, a chapter, a website or other resource related to learner autonomy and CLIL?) 

Presentations should be less than 10 minutes and can be presented live or pre-recorded. Feel free to submit attachments, links and supplementary documents to accompany your presentation.

Submission Link here

References

Buckingham, L. R., Fernández Álvarez, M., & Halbach, A. (2023). Differences between CLIL and non-CLIL students: Motivation, autonomy and identity. Journal of Multilingual and Multicultural Development, 44(7), 626–640. https://doi.org/10.1080/01434632.2022.2102641

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.

Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18. https://doi.org/10.1080/17501229.2010.519030

Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688–712. https://doi.org/10.1093/applin/amv059

Nishida, R. (2021). A longitudinal study of Japanese tertiary students’ motivation, perceived competency and classroom dynamics in soft-CLIL. In K. R. Talbot, M.-T. Gruber, & R. Nishida (Eds.), The psychological experience of integrating language and content (pp. 250–265). Multilingual Matters.

Please use this form to submit your title, 150-200 word abstract, bio and other details: Proposal