Do Coyle
Biographic Data
| ID | 1585222 |
|---|---|
| NAME | Do Coyle |
| FAMILY NAME | Do Coyle |
| SIGNATURE | DO COYLE |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0002-1107-0421 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 36 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Pluriliteracies for global citizenship
This conceptual article introduces the 4Rs Framework— Reading, Repositioning, Reflecting, and Responding —as a pedagogical model for designing Deeper Learning Episodes (DLEs) in the language-as-discipline classroom. Building on pluriliteracies pedagogy and research into disciplinary literacies, global citizenship, and epistemic fluency, the framework re-envisions how language learning can integrate cognitive, ethical, and affective dimensions of …
Ownership and agency through learner-led design of shared learning spaces
Studies have shown that the way in which learning spaces are designed has a direct impact on the nature and quality of the learning and teaching that takes place within them. However, considerations of space remain largely absent from educational policy and practice in the UK and internationally. Furthermore, there are few opportunities for learners themselves to influence the design of these spaces. This article draws on two case studies where 7…
Teachers as designers of learning in diverse, bilingual classrooms in England
This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social jus…
Afterword
Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
Content and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have in…
Knowledge ecology for conceptual growth
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines…
The Place of CLIL in (Bilingual) Education
This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of learning outcomes. CLIL holds a pivotal position for reframing its potential as a pedagogic, rather th…
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into ef…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
Listening to learners
This study is part of longitudinal research undertaken in 11 secondary schools across two countries, based in Content and Language Integrated Learning (CLIL) classrooms with 12–15 year olds. The aim was to listen to learners, provide them with a ‘voice’ to analyse their perceptions of ‘successful learning’ and to undertake participatory research not only to find evidence of successful learning but also to encourage greater ownership of CLIL class…
Clil
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its…
Content and Language Integrated Learning
This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develo…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
The Place of CLIL in (Bilingual) Education
This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of learning outcomes. CLIL holds a pivotal position for reframing its potential as a pedagogic, rather th…
Clil
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its…
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into ef…
Content and Language Integrated Learning
This paper sets out to position CLIL research within the broader field of bilingual education in the 21st century. In considering the development of CLIL across diverse European contexts, the author problematises the construction of a research agenda which lies at the interface of several different fields of study. A conceptual framework for CLIL is presented which reorientates the integration of language and content in order to inform and develo…
Clil
CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its…
Listening to learners
This study is part of longitudinal research undertaken in 11 secondary schools across two countries, based in Content and Language Integrated Learning (CLIL) classrooms with 12–15 year olds. The aim was to listen to learners, provide them with a ‘voice’ to analyse their perceptions of ‘successful learning’ and to undertake participatory research not only to find evidence of successful learning but also to encourage greater ownership of CLIL class…
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into ef…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
Knowledge ecology for conceptual growth
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines…
The Place of CLIL in (Bilingual) Education
This article considers an alternative way of conceptualizing integrated learning through an ecological lens. Against rapidly changing global landscapes, the complexities of contextual variables have led to different interpretations of CLIL, which raise constant questions about the nature of its pedagogic and linguistic demands and the quality of learning outcomes. CLIL holds a pivotal position for reframing its potential as a pedagogic, rather th…
Motivation for or from bilingual education? A comparative study of learner views in the Netherlands
Content and Language Integrated Learning (CLIL) has been said to increase not only foreign language proficiency but also learner motivation (Coyle, D., P. Hood, and D. Marsh. 2010. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press). In contexts where CLIL is elective, however, the question can be raised as to whether its motivational effects can be distinguished from the pre-existing motivation that may have in…
Afterword
Ownership and agency through learner-led design of shared learning spaces
Studies have shown that the way in which learning spaces are designed has a direct impact on the nature and quality of the learning and teaching that takes place within them. However, considerations of space remain largely absent from educational policy and practice in the UK and internationally. Furthermore, there are few opportunities for learners themselves to influence the design of these spaces. This article draws on two case studies where 7…
Teachers as designers of learning in diverse, bilingual classrooms in England
This ADiBE case study explores an innovative, integrated approach to addressing diversity in secondary classrooms in England, where more than one language is used and learned. We position diversity in multilingual and multicultural communities where schooling seeks to provide meaningful learning experiences for all students and guide learners towards being and becoming global citizens. Within a UK context, underpinning values emphasise social jus…
Pluriliteracies for global citizenship
This conceptual article introduces the 4Rs Framework— Reading, Repositioning, Reflecting, and Responding —as a pedagogical model for designing Deeper Learning Episodes (DLEs) in the language-as-discipline classroom. Building on pluriliteracies pedagogy and research into disciplinary literacies, global citizenship, and epistemic fluency, the framework re-envisions how language learning can integrate cognitive, ethical, and affective dimensions of …
Pedagogy (11 works) · Psychology (11 works) · Second Language Learning and Teaching (11 works) · Mathematics education (10 works) · Sociology (9 works) · Computer Science (8 works) · Content and language integrated learning (6 works) · EFL/ESL Teaching and Learning (5 works) · Foreign language (4 works) · Bilingual education (3 works)