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This chapter will focus on how inclusive pedagogic practices can be played out in primary and secondary classrooms where the goal is using languages other than the learners’ home language as both the medium and content of learning (i.e. learning to use language and using languages to learn). This requires an approach which is inclusive, flexible and relates to any context – both languages and subject classrooms. The focus will be on how using an integrated approach to the curriculum, in which languages are used as a tool for learning, has the potential to be motivating and accessible to very diverse learners.

The chapter includes two lessons – the primary lesson plan will expand how simple language can be used to develop and enjoy painting and art with young students and the secondary lesson plan will focus on how a visual approach to thematic or cross-disciplinary work, such as natural disasters, can supplement and support deeper understanding of other areas of the curriculum as well as building confidence in communicating in an alternative language.

This longitudinal study reports on the development of an integrative curriculum for Medical English courses, which arose as a need on March 11, 2020, when the World Health Organization (WHO) made the assessment that COVID-19 was characterized as a pandemic and its effects became apparent on nursing students in the Department of Nursing at a State University in Turkey. The curriculum was designed using content and language-integrated learning (CLIL) by the ESP practitioner after observing the nursing students’ unexpected reactions to the onset of COVID-19 because of the unfiltered information about COVID-19, as Chiolero (2020) concisely described, “unprecedented in human history” (p. 1). Curriculum development included four stages in this study: preparation, curriculum design, implementation and evaluation. Data were collected using observation of the nursing students and self-reflective reports through triangulation of time and methods and analyzed using thematic analysis. The salient themes in the data analysis included increased awareness, increased confidence, contribution to professional development, the positive effect on mood and feelings, critical thinking, note-taking (because of new scientific information and new term), and ESP practitioner’s positive effects on students (n = 59).

The purpose of this paper is to argue for the merits of design thinking as an approach to develop a content and language integrated learning (CLIL) course in hospitality education. This argument is primed to address the dynamic and ever-changing landscape of the tourism and hospitality industry prompts educators to emphasize on learners developing industry-readiness outcomes through integrating innovative methods.

A quasi-experimental approach was used to examine how design thinking enhances industry-ready competencies. A two-phase self-administered survey on design thinking and added instructional design were facilitated at the beginning of the semester and subsequently close to the end of the semester. Follow-up interviews were also conducted to give more meaning on the matter.

Findings of this study reveal that problem-solving, critical thinking, teamwork and communication skills were enhanced as a result of integrating two teaching components related to design thinking.

This paper articulates the important and valuable role of design thinking to hospitality curriculum and provides tangible outcomes to explain how such a technique may be mapped onto a CLIL course.

The purpose of this study is to examine the effectiveness of education for sustainable development (ESD) approaches in English as a foreign language (EFL) in Japanese higher education.

A content and language integrated learning (CLIL) University-level course was run over two separate semesters: the first as a lecture-based course and the second was a similar course that integrated ESD best-practice. A program effects case study was used to see if any significant changes could be measured between the separate semesters. A mixed-methods approach to data collection was used and student marks, survey results using values, beliefs and norms (VBN) model and reflection tasks were collected across the two courses.

A meaningful change in the ascription of responsibility and personal norms was present in the ESD best-practice course. This shows that ESD best-practice integration into language teaching has a positive impact on student environmental VBN and more research is necessary for this area.

ESD integrated into language teaching correlates positively with environmental behavior change according to the VBN-model. A new field of study is proposed, language education for sustainable development, to better integrate the disciplines of EFL and ESD.

This study is looking at the integration of ESD in language teaching and CLIL based courses in Higher Education and, at present, there are no other studies of this kind.

This paper aims to propose a new lector-based domino and examine it with inputs and clock signal combination in a 45-nm dual-threshold footerless domino circuit for reduced leakage current.

In this technique, p-type and n-type leakage control transistors (LCTs) are introduced between pull-up and pull-down networks, and the gate of one is controlled by the source of the other. A high-threshold transistor is used in the input for reducing gate oxide leakage current, which becomes dominant in nanometre technology. Simulations were based on a 45-nm BISM 4 model using an HSPICE simulator for proposed domino circuits.

The result shows that CHIL (clock high and input low) state is ineffective for lowering leakage current and the conventional CHIH (clock high and input high) state is only effective to suppress the leakage at low temperature for wide fan-in domino circuits. At high temperature, CLIL (clock low and input low) state is preferable to reduce the leakage current for low fan-in domino, but for high fan-in domino, CHIH state is preferred. The proposed circuit technique for AND2, OR2, OR4 and OR8 circuits reduces the active power consumption by 50.94 to 75.68 per cent and by 64.85 to 86.57 per cent at low and high die temperatures, respectively, when compared to the standard dual-threshold voltage domino logic circuits.

The research proposes a new leakage reduction technique used in domino circuits and also evaluates the state for leakage reduction which can be used for low-power dynamic circuits.

This chapter presents Virtual Exchange (VE) and Simulation as a pedagogical strategy to train pre-service teachers. Through VE, students–teachers from geographically distant locations come together with the aim of participating in a simulation. The simulation, in turn, presents a scenario and highlights several educational challenges that pre-service teachers must solve collaboratively. In so doing it, language skills, digital competence, and intercultural competence are developed. This chapter offers an overview of Virtual Exchange + Simulation, presents a complete simulation in case other teachers want to replicate the experience, and presents some of the most relevant findings out of the experience.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

The purpose of this study is to contribute to the ongoing debate about the instructional languages in Moroccan education through exploring graduate students’ attitudes towards the potential use of English-medium instruction (EMI) in Moroccan science universities.

In this study, 17 master and doctoral students have been interviewed to explore attitudes towards EMI implementation in Moroccan higher education. The data were collected and analysed based on constant comparative method, which belongs to the grounded theory methodology. The method is based on organizing the raw data into categories according to shared attributes while constantly comparing the parts of the data as they occur. The objective is to formulate new hypotheses and theories about the phenomenon of interest.

The findings of this study reveal that although graduate students hold positive attitudes towards the future implementation of EMI in higher education, they think students are not prepared for such a switch in the language of instruction given that they have been taught through either Arabic or French in lower levels. Hence, they suggest gradual implementation of EMI in lower levels and introduction of English as a foreign language instead of French at primary level.

Most of the previous studies on bilingual education and EMI have investigated non-Anglo-Saxon contexts, where English is the major foreign or second language. The researchers could not have located any study which investigates the possibility to implement EMI in post-colonial contexts, where other foreign languages, bearing colonial conations, are more dominant than English. This study presents the case of Morocco, where French, rather than English, is the dominant foreign language not only in education but also in different other domains of life.

The purpose of this study is to analyze the use of feedback to students by a primary teacher teaching the science topic “Life Cycle” in a Year 5 bilingual Bruneian science classroom.

This study used a discourse analysis of one primary science teacher’s use of feedback to his students when teaching the topic “Life Cycle.” The participant was a male primary science teacher who taught a Year 5 science class in one of the government schools in the Brunei-Muara district. Direct observations and video recordings of the teacher’s three consecutive lessons on the topic “Life Cycle” were collected. The transcripts were developed from the teacher–student interactions in the three lessons. The “Questioning-based Discourse” approach (Chin, 2006) was used to analyze the different types of feedback, and the students’ cognitive processes that emerged from the lesson transcripts. The frequencies of the feedback and students’ cognitive processes were calculated using percentages.

The findings from the three lesson observations indicate that the teacher’s feedback showed a range of strategies which consisted mostly of accepting students’ answers and feedback to elicit, to focus, to probe, to clarify and to extend, respectively. The findings also reveal that the cognitive processes of the students ranged from recalling, predicting, hypothesizing, evaluating and explaining. The analysis shows that the teacher only practiced low-level questioning and the feedback given to the students was mostly for accepting the students’ answers rather than challenging students’ ideas.

The findings reported in this study provide useful insights into the importance of teacher–student interactions in the teaching and learning of science. The “Questioning-based Discourse” analytical framework is worthwhile to analyze the science teacher’s talk and consequently to improve teachers” skills in giving feedback that fosters productive students’ responses.

This paper highlights the need for science teachers to analyze their classroom talk and it recommends how to give useful feedback to students to promote higher cognitive processes amongst students. Brunei has been described as a country where there is a linguistic divide determined by the quality of the school that a student attends (Deterding and Salbrina, 2013). Improving the quality of interaction between teacher and students in such circumstances is essential.