Irene Guzman

Multilingual education, mainly through Content and Language Integrated Learning (CLIL), has gained widespread popularity across Europe as a way to combine language development with subject-specific instruction. In fact, CLIL’s ability to enhance content knowledge and language skills has made it a key educational strategy. However, challenges remain crucial for understanding CLIL across contexts, particularly in relation to the integration of disciplinary literacies.

The present study aims to investigate whether language programmes influence students’ written appropriateness in the two official languages of the curriculum (Spanish and Catalan). Additionally, it examines the impact of language spoken at home on L3 (English) writing. A total of 392 primary students in the Valencian Community from three state schools with different intensity of exposure to the three languages of the curriculum participated in the study. Data were collected using an elicited written task and a questionnaire.

This paper critically reviews pragmatic-oriented investigations of English-medium instruction (EMI) courses in tertiary education. Analyses on potential gains in pragmatic competence, classroom interaction, and e-politeness define some of the lines of research identified. Speech acts like requests and opinions (e.g., Taguchi, 2012, 2014) or directives (e.g., Smit, 2010) are still the main foci of interest, along with pragmatic markers (e.g., Ament et al., 2018) or openings and closings (e.g., Codina-Espurz & Salazar-Campillo, 2019).

El presente estudio explora el impacto de una breve estancia en el extranjero en la adecuación comunicativa escrita de los estudiantes de primaria, y analiza las perspectivas de padres, maestros y estudiantes sobre la importancia de dicha experiencia para el aprendizaje de idiomas. El estudio se realizó en la Comunidad Valenciana, España, e involucró a 392 estudiantes de primaria. Los datos se recopilaron mediante una tarea escrita, un cuestionario y entrevistas semiestructuradas.

This volume represents a significant scholarly contribution to the field of instructional pragmatics by exploring teaching and learning pragmatics at primary, secondary and tertiary level, advocating for a paradigm shift toward multilingual and inclusive approaches in instructional pragmatics. The contributions employ a wide range of research methods, which reflects the complexities of investigating pragmatics across educational settings.

The impact of language exposure on language learning is acknowledged (Pujadas & Muñoz, 2020; Pattemore & Muñoz, 2020), but few studies have addressed its influence on writing (Strobl & Baten, 2021). This study examines how English exposure beyond the classroom relates to student writing. A total of n = 40 participants (n = 20 with B2 level; n = 20 with C2 level) participated in the study.

The study explores the impact of language attitudes on third language (English) writing. A total of 40 participants (20 from the B2 level and another 20 from the C2 level) from an Official Language School in the Valencian Community took part in the study. Data were collected by means of semi-structured interviews and a questionnaire adapted from Lasagabaster and Huguet (2007), together with and a written composition evaluated using Jacobs et al.’s (1981) taxonomy.

Content and language integrated learning (CLIL) has captured the attention of both teachers and researchers (Dalton-Puffer, 2017; Pavón Vázquez, & Méndez García, 2017; San Isidro, 2018; Otto & Estrada, 2019). However, while research interests have predominantly focused on the comparison between CLIL and EFL students’ competence, there seems to be a need to explore the methodological approaches that best trigger the learning of language and content in CLIL settings.

The study of teachers’ attitudes towards languages has received some attention, as multilingualism has become one of the main educational targets for European school systems (Cenoz 2019; Liyanage & Tao 2020). Several authors (Lasagabaster 2017; Safont 2007) have claimed that language attitudes may play a crucial role in multilingual education.