Current endorsed research topics:
1. What language content and development comes naturally from working in a particular curriculum area, e.g. general science, at a particular age/grade level:
· The language of the content (Coyle’s ‘language for learning’)
· The in-room language needed for the teaching and assessing the learning (Coyle’s ‘language of learning’)
· The linguistic development affordances – the language forms and words/phrases available for concentrated work in order to develop linguistic competence in all skills more generally, beyond the specific topic
· What this concentrated language work would consist of.
2. How can language growth be taught, monitored and built upon effectively and efficiently in a CLIL program:
· What should the relationship be between CLIL content areas and developing knowledge of Chinese language?
· How should language be taught and assessed in a CLIL program?
· How much new language can CLIL students at (X) Level handle well over time?
· What constitutes progress in language development over time in a CLIL program?
· Where does understanding of Chinese language as a system (Language Awareness) fit in a CLIL program?
· How should Language Awareness be taught and assessed in a CLIL program?
3. How can CLIL learners be provided with accelerated and generative literacy development that enables active engagement with printed material in CLIL from the earliest opportunity?
· What is the nature of Orthographic Awareness (conceptual understanding of the Chinese writing system) that learners need to develop at different levels of schooling?
· What types of Orthographic Knowledge (knowledge of specific features within the character system, e.g. components, sides etc)?
· What types of classroom activity are most beneficial to developing Orthographic Awareness and Orthographic Knowledge?
· How can literacy development be integrated into ongoing reading and writing activity within CLIL units of work?
4. How can dedicated language teaching and learning be effectively scoped and sequenced in a CLIL context:
· Should there be a dedicated language and literacy strand to support CLIL?
· If so, should such a strand be introductory or run concurrently throughout the CLIL curriculum?
· What should the key components of a dedicated language awareness strand be?
· How might a CLIL Language Awareness strand (curriculum) vary from a mainstream (CSL) curriculum? Are there distinctive components of a CLIL Language Awareness curriculum that distinguishes it from CSL Curriculum?