Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context

Kevin W. H. Tai · Li Wei · Elizabeth Ka Yee Loh

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms.

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1990Positioning: The Discursive Production of Selves 1972INTERLANGUAGE 2017Translanguaging as a Practical Theory of Language 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain 1999Going beyond the Native Speaker in Language Teaching 2014Translanguaging: Language, Bilingualism, and Education 2016A Transdisciplinary Framework for SLA in a Multilingual World 2017The translanguaging classroom: leveraging student bilingualism for learning

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2025Transitioning From L1 Medium of Instruction to L2 English Medium Instruction: The Role of Translanguaging in Contributing to EFL Students’ Language Learning Motivation 2026Translanguaging in Classroom Discourse 2025Holistic perspectives on complexities and implications of translanguaging in multilingual contexts: A commentary 2025Translanguaging: a bibliometric and systematic review unveiling its rise as a key research area in multilingual education and its implications for CLIL and beyond 2026Strategic translanguaging and critical dialogue in EFL: evidence from pre-service teachers’ reflective experiences

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