Editorial: Enhancing subject-literacy and 21st century competencies in CLIL/EMI and dual language education programs
(2025) Frontiers in Education — Vol. 10, n° 1, p. 1-3 (2025)
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- Editorial on the Research Topic Enhancing subject-literacy and 21st century competencies in CLIL/EMI and dual language education programs In the evolving landscape of global education, the integration of language and content learning has emerged as a powerful pedagogical paradigm. Whether through Content and Language Integrated Learning (CLIL) or English Medium Instruction (EMI), educators are increasingly tasked with preparing students not only to master disciplinary knowledge but also to navigate multilingual academic and professional environments. The five studies presented in this collection of articles offer a compelling narrative and collectively advocate for a more nuanced, interdisciplinary, and learner-centered approach to education. At the heart of these studies lies a shared concern: how can we best support learners in acquiring subject-specific literacies while simultaneously developing their linguistic competencies? This editorial explores this question by weaving together the findings of the five abstracts into a coherent vision for the future of integrated education.
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Sercu, L., Degrave, P., Fernandez-Costales, A., & Olsson, E. (2025). Editorial: Enhancing subject-literacy and 21st century competencies in CLIL/EMI and dual language education programs. Frontiers in Education, 10(1), 1-3. https://doi.org/10.3389/feduc.2025.1750817 (Original work published 2025)