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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.

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.

The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language.

The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes.

CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives.

LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.

This chapter discusses the findings of a qualitative study conducted on the US–Mexico border to investigate preservice bilingual teachers’ understandings of the effective practices needed to teach content in bilingual classrooms. Specifically, participants’ understandings of teaching language through content to emergent bilinguals and the role of academic language in a content methods course taught in Spanish for preservice bilingual teachers were explored. The results of the study show that preservice bilingual teachers struggled to internalize how to develop language objectives that embed the four language domains as well as the three levels of academic language into their content lessons. Although participants emphasized vocabulary development, they integrated multiple scaffolding strategies to support emergent bilinguals. Moreover, although preservice bilingual teachers struggled with standard Spanish, they used translanguaging to navigate the discourse of education in their content lessons. The use of academic Spanish was also evident in participants’ planning of instruction. The authors contend that bilingual teacher preparation would benefit from the implementation of a dynamic bilingual curriculum that: (a) incorporates sustained opportunities across coursework for preservice bilingual teachers to strengthen their understanding of content teaching and academic language development for emergent bilinguals; (b) values preservice bilingual teachers’ language varieties, develops metalinguistic awareness, and fosters the ability to navigate between language registers for teaching and learning; and (c) values translanguaging as a pedagogical strategy that provides access to content and language development.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

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.

Teachers’ ability to identify and link content and language objectives is an important skill. This chapter explores how two-way immersion (TWI) teachers with a mainstream educator negotiated the shift to becoming a language-focused TWI teacher. We argue that it cannot automatically be assumed that these teachers have the knowledge and skills to attend to language issues. Specifically, our study examined how TWI teachers in three schools defined academic language and how they integrated language development into their practice through the use of language objectives. Our qualitative study features a constructivist framework using a thematic analysis of our data, which consisted of individual interviews and surveys with the teachers. Our analysis shows diverse interpretations of academic language and increased awareness of the role of language in their teaching and experienced benefits of making language objectives explicit, as teachers participated in professional development. Selecting and designing specific language-supporting activities, however, continued to be a challenge. We conclude that professional development needs to consider teachers’ different understandings and awareness of the role of language in the classroom. We also note that taking on the role of a language teacher may require a significant shift in assumptions about teaching and learning for teachers with mainstream teacher preparation and experiences and may depend on instructional context.

Institutional repositories (IR) are usually used to archive and manage digital collections including research results, educational material, etc. Learning management systems (LMS) form a popular basis for e-learning and blended learning. This paper aims to study how to integrate IR and LMS to support accessibility of disabled students and students with learning difficulties (dyslexic students) in higher education. Customised ontologies focusing on disabled students can be used to facilitate indexing, and access of items in the repository.

The authors propose a simple methodological approach to establish an integrating system for supporting accessibility. First, the authors review research works related to adaptive learning environments (ALEs) and blended learning, and discuss issues of the interoperability of IR and LMS. Then, based on the review, the authors discuss the use of an integrated ALE for supporting disabled students in the domain of higher technological education. The integrated system is based on IR, LMS and assistive and adaptive technology. The open source software platform DSpace is used to build up the repository applications Use of the web ontology language (OWL) ontologies is also proposed for indexing and accessing the various, heterogeneous items stored in the repository. Various open source LMS (e.g. openeclass) could be used to build up the integrated system. Finally, the authors describe experimentation with a prototype implemented to provide the mentioned capabilities.

The technology is mature enough for building up integrated systems, combining capabilities of IR and LMS, for supporting disabled students. The use of ontologies focused on disabled students could facilitate the use of such integrated systems. Customisation and operation of a platform, for the selection and use of portions of OWL ontologies, could be based on the open source software Protégé. Such a platform forms a basis to create an appropriate ontology suitable for specific domains, e.g. the domain of technological education. Finally, the authors argue that the combined use of the OWL platform and the DSpace repository with open source LMS platforms could support domain experts for creating customised ontologies and facilitating searching.

A new perception of the term integrated system for supporting disabled students in the higher education context is presented. This perception tries to combine the IR technology that supports the self-archiving approach of information, open LMS technology and the user-centred approach to support students and manage the “life of information”.