Special issue: The Role of Multilingualism in Content and Language Integrated Learning Classroom Context

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Tai, Kevin Wai Hin

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Jan 27, 2025, 4:18:29 AMJan 27

to Special Interest Group for Translanguaging and Inclusive Education

l am pleased to introduce the special issue that was edited by myself (Prof. Kevin W. H. Tai), Prof. Li Wei and Prof. Elizabeth Ka Yee Loh. This special issue is published in Learning and Instruction (SSCI; 2023 Impact Factor 4.7), a highly reputable journal in the field of Education. It aims to study how teachers and students utilize their diverse multilingual and multimodal resources to facilitate the teaching and learning of content and linguistic knowledge in CLIL classrooms. It seeks empirical papers that conceptualize multilingualism as the norm in CLIL classrooms and investigate pedagogical practices that develop students' content knowledge and thinking skills.

Here is the introduction paper of the special issue:

Tai, K. W. H.*, Li, Wei., and Loh, E. K. Y. (2025). Enhancing Students’ Content and Language Development: Implications for Researching Multilingualism in CLIL Classroom Context. Learning and Instruction, 96, 1-7. https://doi.org/10.1016/j.learninstruc.2025.102083

8 Research Papers for the Special Issue can be found via the link here (https://www.sciencedirect.com/special-issue/10T389LVHTX):

Ding, A.-C. E., & Cha, E. E. (2024). The integration of virtual reality-enhanced multimodal meaning-making improves knowledge acquisition and disciplinary literacy development in science classrooms. Learning and Instruction, 94, 101999.

Grapin, S. E., & Ascenzi-Moreno, L. (2024). Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments. Learning and Instruction, 92, 101925.

Jiang, L., Li, Z., & Leung, J. S. C. (2024). Digital multimodal composing as translanguaging assessment in CLIL classrooms. Learning and Instruction, 92, 101900.

Nguyen, H. T. M., Nguyen, H. T. T., Gilanyi, L., Hoang, T. H., & Gao, X. A. (Forthcoming). Content Language Integrated Learning (CLIL): Teachers’ metacognitive understandings of pedagogical translanguaging. Learning and Instruction.

Nikula, T., Jakonen, T., & Kääntä, L. (2024). Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons. Learning and Instruction, 92, 101932.

Sah, P. K., & Li, G. (2024). Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms. Learning and Instruction, 92, 101904.

Tai, K. W. H. (2024). Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space. Learning and Instruction, 90, 101849.

Wong, C. Y. C., & Tian, Z. (2025). Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting. Learning and Instruction, 95, 102023.

Professor Kevin W. H. Tai

PhD (UCL), FHEA, FRSA

Assistant Professor of Language and Literacy Education

Co-Director, Centre for Advancement in Inclusive and Special Education

Faculty of Education

The University of Hong Kong

Honorary Research Fellow, IOE, UCL’s Faculty of Education and Society, University College London

Editor, The Language Learning Journal (Routledge)

Assistant Editor, International Journal of Bilingual Education and Bilingualism (Routledge)

Executive Guest Editor, Learning and Instruction (Elsevier)

Executive Guest Editor, International Journal of Applied Linguistics (Wiley)

The World’s Top 2% Most-Cited Scientist (Languages and Linguistics), Stanford University 2024 (Elsevier)