Understanding how the brain processes instructional input is relevant to all brains, and ‘productive- literacy’ benefits all learners. To unpack the complexity of CLIL Teacher Preparation, each construct within the ‘CLIL acronym’ is approached vis-à-vis ‘how the brain learns (or not)’. The first section discusses ‘Learning’ in relation to CLIL. The second section considers ‘Content-and-Language’ from the perspective of what our brain has evolved to learn, addressing THE LANGUAGE-DILEMMA OF CONTENT-EDUCATION. The third section foregrounds symbiotic gains when Content/Language-expertise collaborate towards productive-literacy. The fourth section discusses ‘Integration’, first introducing a 2D-CONTENT/LANGUAGE-GRID for gauging cognitive (over)load elicited by both effective and weak CLIL-tasks, before suggesting a 3D-TRANSLANGUAGING-GRID for creating translanguaging tasks designed to harness all available linguistic codes.

In this chapter, we reconstruct the epistemological, political, pedagogical, curricular, and linguistic arguments leading to the emergence of intercomprehension between Romance languages as a multilingual pedagogy in language learning. We thenpresent the arguments put forward to treat English and Romance languages from an integrated perspective, relativising boundaries between those languages and focusing on the multiple possibilities that similarities and contact zones raise. We claim that an integrated teaching and learning of English and Romance languages can be adopted, promoting a multilingual stance in language education and the development of multilingual competence for all.

English Medium Instruction (EMI) is currently being implemented at a number of Korean universities. This paper examines EMI culture in Korean higher education by collecting and analysing a large volume of research papers and news articles on the topic from the last two decades. Specifically, it attempts to elucidate how and why EMI culture in Korean higher education has been associated with such negative perceptions as compulsory, inadequate, ineffective, divisive, unfair, and isolating. This paper makes suggestions for desirable EMI culture that should be pursued in Korean universities and any other institutions with the goal of EMI expansion.

Making meaning and displaying knowledge in educational context is intricately linked with specific discourse patterns. Children and teenagers learn to ‘do school’ by learning to speak, write, listen, and read within the parameters of their school subjects. This chapter addresses the specific case of discourse in CLIL classrooms, where through the addition of a foreign language, mostly English, to the classroom discourse, a bilingual and biliterate context is created. The chapter outlines the range of research into CLIL discourse with a focus on subject-specific discourse patterns as an exemplification of the content and language integration in CLIL.

With the growth of interest in Elite Bilingual Education in Brazil, CLIL has gained visibility. In response, the National Curricular Guidelines for the Offer of Plurilingual Education were introduced to regulate the offer of plurilingual education and foster the valuation of Brazil’s linguistic and cultural diversity. The chapter aims to explore the document through the lens of CLIL to assess how the Guidelines afford CLIL implementation and identify opportunities for future developments and improvements. The analysis shows that the text affords numerous opportunities for CLIL implementation but falls short in depth and undercuts its own intentions by not regarding minoritised populations and languages.

More than 1,200 languages are spoken in Southeast Asia. The language policies have traditionally emphasised the official and national languages. Over the past two decades, a movement towards multilingual education has arisen in Southeast Asia. Increased use on non-dominant languages (NDL) in education can also be observed in several countries. Support for non-dominant languages in education ranges from the Philippines’ and Vietnam’s strongly supportive written language policies to Brunei and Laos, where the use of NDLs in education is currently impossible. Multilingual education which includes learners’ first languages is increasing in Cambodia, Myanmar, the Philippines, Thailand, and Timor- Leste.

In this chapter, we problematise the concept of mother tongue education in Africa in regard to the following: (i) UNESCO’s problem-solving paradigm applied to the African educational scenario; (ii) the role played by literacy as an epistemological framework in mother tongue education; (iii) the role of public education vs non-state actors as well as the role of language activism in this context; and (iv) mother tongue education as a bridge to reinforce a sense of community and sharing. We also discuss the politics of mother tongue education in Zimbabwe. By doing so, we prioritise the Zimbabwean perspective and experience in regard to language issues, avoiding the reproduction of South African-dominant interpretations of Zimbabwe.

This chapter reviews the different approaches to multilingual education that are prevalent today and the ideologies about people and nations upon which they rest. We first review the ideologies surrounding language as monoglossic or heteroglossic and the resulting manifestations in language education. We then review each of what are usually seen as separate fields – foreign language, heritage language, second language, and bilingual education. We discuss their histories and approaches, and describe how their monoglossic conception has worked against their aims of developing multilingual people. We end by discussing two newer paradigms, plurilingualism and translanguaging, focusing more directly on translanguaging approaches in multilingual education.

This chapter discusses the issue of dual-language instruction in Cameroon and South Africa, the only African countries where dual-language instruction, involving French and English in the former and Afrikaans and English in the latter, is practised beyond the 3rd grade. The chapter discusses the issue in light of theoretical developments in language economics, a field of study that analyses the interplay between linguistic and economic variables in the success or failure of language policies. It argues that Africa’s Indigenous languages are not used in schools because, unlike former colonial languages, they are not associated with economic returns on the formal labuor market. Drawing on language economics, the chapter suggests ways in which dual-language instruction involving an African language and a former colonial language can succeed so that both languages are used throughout the entire educational system one in addition to rather than at the expense of the other.

In this chapter, we delve into the current state, revitalisation efforts, and educational aspects of the Kashubian language in Poland. We explore its unique characteristics, geographical distribution, and the community of its speakers. By tracing its evolution from a marginalised ‘dialect’ to a recognised regional language, integrated into the formal system of education in Poland, we uncover the concerning decline in young speakers of Kashubian and their low interest in learning the language at the secondary education level. Despite the secured legal position of Kashubian, our findings signal the need for taking protective measures to prevent language loss.

In many different educational contexts, learners learn effectively in a second/additional language in terms both of subject knowledge and language ability. In other contexts, however, disadvantaged learners, including language minorities in the Global North and majorities in the Global South, fail to learn effectively in a second/additional language. The experience can damage their education and, in the case of low-income countries, the national economy. This article outlines a series of detriments to education which arise from learning in an unfamiliar language, mainly in sub-Saharan Africa. It proposes multilingual education as a way of reducing these detriments and outlines what are considered to be its benefits especially in this region, as well as the views of ministries and communities which often oppose it. By way of illustration, it shows how the processes of multilingual education have been introduced in textbooks for Rwanda and Tanzania.

This chapter canvasses the latest empirical evidence on bilingual education and looks back to track the progress we have made in order to allow CLIL programmes to continue moving forward unfettered. In doing so, it centres on ten key issues which are at present hot topics on the CLIL agenda and traces, for each one, where we started, where we currently stand, and where we need to go, mapping out future pathways for progression. The chapter draws to a close by extracting the broader takeaways which stem from this empirically oriented overview and which should guide the future development of the CLIL agenda.

This chapter focuses on internationalisation through the lens of English Medium Instruction (EMI), a burgeoning global phenomenon. Our focus is the emergence of EMI as a critical tool for internationalisation in Asian higher education. We review common definitions of EMI before interrogating current theory around the meaning of internationalisation. We subsequently merge these threads in a critical analysis of EMI implementation in ten Asian localities. Through this approach, we observe how English is utilised as a means for achieving internationalisation agendas. Neither EMI nor internationalisation emerge as monolithic concepts; instead, each is nuanced in different ways in each polity.

This chapter situates the Content and Language Integrated Learning (CLIL) concept against the background of teaching foreign languages and the results of research on its effectiveness in Poland. It briefly presents the history of CLIL as one of the forms of bilingual education, models of its implementation, and its distinctive features in Poland. The article also collects current numerical data regarding implementing CLIL-based bilingual programmes at all stages of education in Poland. It further discusses research on the effectiveness of CLIL, as well as challenges and prospects for CLIL in the Polish education system and society.