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English Teaching & Learning

English Teaching & Learning

Main Editors: P.-c. Chang; Y.-T. Liu

ISSN: 1023-7267 (print version)
ISSN: 2522-8560 (electronic version)

Journal no. 42321

2020 Special Issue

English Teaching and Learning calls for submissions to a special issue with the theme “Content and Language Integrated Learning (CLIL): Critical Perspectives”

Guest Editors:
Angel M.Y. Lin, Faculty of Education, Simon Fraser University
Yuen Yi Lo, Faculty of Education, The University of Hong Kong
Ron Darvin, Faculty of Education, Simon Fraser University
Sharing epistemological territory with immersion, content-based instruction (CBI) and English-medium instruction (EMI), CLIL is an educational approach with a dual focus on language and content. Originating in Europe, it has expanded to Asia and Latin America, and in contexts where English is an additional language, and has been constantly re/interpreted, adapted and extended vis-à-vis theories in bilingual education, genre and register analysis, sociolinguistics, functional linguistics, and sociocultural theories of language and literacy development.
The special issue welcomes studies that examine CLIL as a historically and culturally constructed educational model, circumscribed by power relations and shaped by colluding and conflicting ideologies of language and learning. By providing critical perspectives of existing CLIL theories and research findings, practices, and policies, this issue seeks to contribute to the debates surrounding the nature and role of CLIL in English teaching and learning, and to future research agendas.
Potential topics include but are not limited to:
• The cultural and political frames of reference in positioning CLIL in contemporary bilingual and multilingual education
• Cross-cultural studies/ comparisons of CLIL across geopolitical contexts, and the transferability of CLIL research to languages other than English
• Issues of disciplinary discursiveness and performativity (e.g. what counts as ‘being doing science/ history/ math …’) in CLIL
• Language and native speaker ideologies and their impact on CLIL policy, curriculum, assessment, and practice
• Inequities of access to and participation in CLIL contexts, and corresponding issues of curriculum, assessment and pedagogy
• CLIL in low-resource contexts
• CLIL teacher identity: content vs. language expertise, native vs. non-native speakers, etc.
• Tensions between grassroots decisions and higher order policymaking
Key dates for the special issue
1 April 2019 Abstracts due by 11:59 PM (PST). Maximum of 200 words.
Email to Dr. Ron Darvin ron_darvin@sfu.ca
15 April 2019 Selection of abstracts announced
15 July 2019 Full manuscripts due
15 September 2019 Reviews returned
31 October 2019 Revised manuscripts due
31 December 2019 Final manuscripts accepted for publication
Those whose abstracts are selected will submit their articles by July 15, 2019. Articles should be between 6000 and 8000 words (about 25 pages including references, notes, and tables). All manuscripts should be emailed to the guest editors, as a Word file. Articles must be preceded by an abstract of no more than 200 words. Authors’ names and email addresses should appear only on a cover sheet, and not on the article itself. Submission inquiries can be sent to the special issue editors, Dr. Angel M. Y. Lin (email:angellin_2018@sfu.ca), Dr. Yuen Yi Lo (email: yuenyilo@hku.hk), and Dr. Ron Darvin (email: ron_darvin@sfu.ca)
All submissions should conform to the requirements of the Publication Manual of the American Psychological Association (Sixth Edition). Manuscripts should not have been published previously or be under consideration for publication elsewhere in any form. The editors of English Teaching and Learning reserve the right to make editorial changes in any manuscript accepted for publication to enhance clarity or style. Manuscripts are screened for unoriginal work. By submitting to the journal, authors agree to undergo the originality check (software) program arranged by the journal. For inquiries regarding these requirements, email Dr. Peichin Chang (email: peichinchang@ntnu.edu.tw) or Dr. Yeu-Ting Liu, ETL Managing Editors (email: yeutingliu@ntnu.edu.tw).

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  • Aims and Scope

    Aims and Scope


    English Teaching & Learning (ETL) is the first scholarly journal in Taiwan dedicated solely to research on the teaching and learning of English as a second or foreign language. It aims to publish quality papers that contribute to all aspects of the profession, with a particular preference for studies that seek to combine both theory and practice. The journal welcomes submissions on course design, teaching materials, teacher training, teaching methods, language assessment, bilingual education, as well as from the fields of sociolinguistics, psycholinguistics, and other related areas.

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