Brussels, 27 May 2022

COST 028/22

DECISION

Subject: Memorandum of Understanding for the implementation of the COST Action “CLIL
Network for Languages in Education: Towards bi- and multilingual disciplinary literacies”
(CLILNetLE) CA21114

The COST Member Countries will find attached the Memorandum of Understanding for the COST Action
CLIL Network for Languages in Education: Towards bi- and multilingual disciplinary literacies approved by
the Committee of Senior Officials through written procedure on 27 May 2022.
 MEMORANDUM OF UNDERSTANDING

For the implementation of a COST Action designated as

COST Action CA21114

CLIL NETWORK FOR LANGUAGES IN EDUCATION: TOWARDS BI- AND MULTILINGUAL
DISCIPLINARY LITERACIES (CLILNetLE)

The COST Members through the present Memorandum of Understanding (MoU) wish to undertake joint
activities of mutual interest and declare their common intention to participate in the COST Action, referred
to above and described in the Technical Annex of this MoU.

The Action will be carried out in accordance with the set of COST Implementation Rules approved by the
Committee of Senior Officials (CSO), or any document amending or replacing them.

The main aim and objective of the Action is to create a shared European research agenda that will help
optimize CLIL for bi/multilingual disciplinary literacies. This research agenda will be used to organise
existing research and conduct new research, whose findings will be transformed into recommendations for
educational practice in CLIL. This will be achieved through the specific objectives detailed in the Technical
Annex.

The present MoU enters into force on the date of the approval of the COST Action by the CSO.

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 TECHNICAL ANNEX
OVERVIEW

Summary
This Action responds to the move into mainstream education of Content-and-Language-Integrated-
Learning (CLIL), i.e., the teaching of non-language subjects through a foreign language. Ongoing
challenges in CLIL practice and research negatively affect the realisation of CLIL’s full potential, which
lies primarily in helping school-leavers achieve the competence to use at least one foreign language
confidently for professional and academic purposes. Young Europeans clearly require such
bi/multilingual disciplinary literacies, complementing that in their first language, to succeed in
employment and higher education.
Through connecting researchers across Europe, this Action will develop an impactful, shared
research agenda and dissemination strategy, targeting CLIL’s educational potential to support
the development of bi/multilingual disciplinary literacies. This Action, for the first time, integrates
research clusters from language education, focusing on CLIL and subject education experts working on
education through the main language of education. To allow for a holistic understanding of the use and
development of bi/multilingual disciplinary literacies, further expertise on digital media and multilingual
schools is included.

Aims of this Action are to

1. develop a shared conceptualisation and research agenda for the investigation of bi/multilingual
disciplinary literacies in CLIL
2. provide an accessible collection of standardised research instruments and research training
3. identify patterns of use, development and existing good practices in terms of supporting
bi/multilingual disciplinary literacies at school, focusing on grades 5-13
4. disseminate information on supporting the development of bi/multilingual disciplinary literacies
in CLIL classes primarily to educational stakeholders and within academia, but also to post-
secondary and industry stakeholders and the general public

Areas of Expertise Relevant for the Action Keywords

● Languages and literature: Second language teaching and ● Content and Language Integrated
learning Learning
● Educational sciences: Education: training, pedagogy, ● Language Education
didactics ● Subject Education
● Disciplinary Literacy
● Teacher Education and Development

Specific Objectives
To achieve the main objective described in this MoU, the following specific objectives shall be
accomplished:

Research Coordination
● To develop a common understanding and shared terminology regarding the use and development of
bi/multilingual disciplinary literacies within the framework of CLIL for academic and educational

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 stakeholders, integrating linguistic, disciplinary, and pedagogical concerns, as well as influences from
informal learning through digital media.
● To provide a co-ordinating platform for the collation, hosting and disseminating of key information on the
provision and implementation of CLIL, especially with regard to bi/multilingual disciplinary literacies. This
will be available freely.
● To develop and evaluate standardised research tools and methods for the study of bi/multilingual
disciplinary literacies, drawing on the Action’s multi-disciplinary expertise.
● To identify locally appropriate examples of good practice in the teaching of bi/multilingual disciplinary
literacies within CLIL.
● To disseminate information on locally sensitive, effective pedagogic practices of supporting bi/multilingual
disciplinary literacies to educational and other stakeholders across Europe and beyond.

Capacity Building
● To achieve an interdisciplinary research agenda for the study of bi/multilingual disciplinary literacies within
CLIL across a range of educational contexts and so to strengthen the position of CLIL and CLIL research
as key agenda within the European Research Area.
● To provide a platform for the mutual sharing of existing research findings on the nature and development
of bi/multilingual disciplinary literacies within Key Subjects drawing on different sub-fields of CLIL and
Applied Linguistics, as well as general education, subject education, digital media and multilingual
schooling.
● To strengthen the CLIL research activity in ITCs, especially those where CLIL has only recently been
established, through the co-ordination of specific research training schools and STSMs, the reservation of
Action Roles for ITC members and a dedicated ITC Co-ordinator in the Action Core Group.
● To support Young Resarchers and Innovators (YRIs) working on CLIL through the provision of timely
training in appropriate research methods and tools in research training schools and through STSMs, which
will be widely advertised and supported through a dedicated YRI Coordinator in the Action Core Group.
● To facilitate networking between experts from a range of fields involved in bi/multilingual disciplinary
literacies, like educational research, applied linguistics as well as researchers involved in the multilingual
and digital life-worlds of children and teenagers.
● To gather information on the needs from post-secondary stakeholders (workplace, Further/Higher
Education) on bi/multilingual disciplinary literacies and provide information to industry (publishing)
stakeholders and the general public of the role of bi/multilingual disciplinary literacies.

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TECHNICAL ANNEX

1. S&T EXCELLENCE
1.1. SOUNDNESS OF THE CHALLENGE
1.1.1. DESCRIPTION OF THE STATE OF THE ART

Content-and-Language-Integrated-Learning (CLIL) is the teaching of non-language school

subjects through a foreign language. Since its inception in the 1990s, CLIL has become a well-
established, in some contexts even compulsory, feature of European education. EU language policy
has also endorsed CLIL since this approach aligns with the objective of a Europe of multilingual citizens
(European Parliament 2021). CLIL is also seen to increase foreign language proficiency levels of
European school leavers and help prepare school leavers for the professional foreign language
demands of the workplace (Marsh & Frigols 2007; Scott & Beadle 2014). In most cases, CLIL uses
English as a target language in recognition of the position of English as a lingua franca (Mauranen 2012;
Jeong 2021). Now that CLIL is part of mainstream education, there is a strong need for the provision of
clear, evidence-based information on the benefits of CLIL, as well as its ability to cater to all learners.

Although CLIL shares family resemblances with other forms of bilingual education, its specificity lies in
its “dual focus” on content and language (Coyle et al. 2010). While such duality requires systematic
integration of language and content learning and teaching, only few CLIL programmes offer fully
integrated content and language instruction, materials, curricula and assessment practices. CLIL has
nonetheless been well received by education practitioners across levels and contexts and has given
rise to a vibrant research community. Despite the proposed emphasis on integration, early research
primarily positioned CLIL as a language teaching methodology and hence investigated foreign
language outcomes. Findings support the view that CLIL learners outperform their non-CLIL peers
in overall foreign language proficiency (e.g., Pérez-Vidal & Roquet 2015; Heras & Lasagabaster 2015).
While this body of research has been criticised for the fact that (self-)selected CLIL pupils were being
compared with mainstream learners (e.g., Paran 2013), a meta-study of CLIL research found that
English language learning through CLIL improved marginally in high EFL-proficiency countries like the
Netherlands, whereas English proficiency improved considerably in countries that are characterized by
lower EFL-proficiency, such as Spain (Goris et al. 2019).

More recent research, however, has stressed the need to conceptualise CLIL more clearly as
integrated language and content learning (Nikula et al. 2016; Coyle 2018). This leads to an explicit
focus on the language use at this content/subject interface, i.e., the learning of subject-specific aspects
of the foreign language (e.g., Llinares et al. 2012). Thus, CLIL becomes less about general foreign
language learning and more about disciplinary literacy/ies, defined as the “use of reading, reasoning,
investigating, speaking and writing required to learn and form complex knowledge appropriate to a
particular discipline” (McConachie & Petrosky 2009: 6). In this context, drawing on research in other
frameworks of educational research is crucial, e.g., academic language, subject-specific language or
language(s) of schooling. This shows trajectories of children and teenagers becoming competent to use
the main language of education in an appropriate manner for the subject, e.g., to write lab reports
for chemistry, and to access subject-specific knowledge (e.g., de Oliveira 2011; Uribe & Prediger
2021). Such abilities have a crucial role for overall educational success and engagement with subject
learning (European Commission 2012b). In addition to the learning trajectories of those whose home
language equals the language of education, the study of multilingual learners in particular has led to the

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development of language sensitive pedagogies for subject-teaching (e.g., Mercator Institut n.d.). The
link between the learning of disciplinary literacy/ies in the main language of education and in the CLIL
target language has, however, not yet been systematically researched, which is why available
pedagogic advice is limited. Other aspects of diversity in educational populations and the ways in which
CLIL needs to evolve to become suitable to all learners have only recently begun to be researched and
clearly need more attention.

Within the growing body of CLIL research on disciplinary literacy/ies, CLIL pupils consistently show
increased lexical gains compared to their non-CLIL counterparts. The few studies investigating the
precise nature of such gains found that CLIL pupils used subject-specific lexical and phraseological
items with greater confidence (Gablasova 2014; Rieder-Bünemann et al. 2019). Research has also
investigated the development and use of typical discourse patterns of specific school subjects, such as
history or science (e.g., Evnitskaya & Morton 2011; Lorenzo 2017; Bieri 2018). Existing findings
underline that different school subjects have specific bi/multilingual disciplinary literacies and
would benefit from more input from subject expertise. Language learning research highlights the
influence of out-of-school learning, especially through digital media (Sundqvist & Sylvén 2016) but this
has so far been neglected in the context of disciplinary literacy/ies. Thus, there is also no exploration
yet of potential links between CLIL teaching and Europe-wide initiatives towards improving citizens’
digital competence (e.g., the EU DigComp Framework of the EU Science Hub).

In addition, research on CLIL has also developed conceptual tools for the investigation of discourse
patterns across subjects and levels. These include, notably, the construct of Cognitive Discourse
Functions, which describe the recurring linguistic patterns used in the classroom to verbalise cognitive
processes involved in learning subject content, e.g., defining or evaluating (Dalton-Puffer 2013). Other
CLIL researchers have developed models to capture the developmental trajectory of subject-specific
discourse patterns, making explicit the relation between content-learning and language-learning: e.g.,
specific discursive patterns (e.g., Whittaker et al. 2011; Hüttner & Smit 2018) and the Pluriliteracies
Model (Coyle & Meyer 2021) which provides a broader framework. Overall, these findings suggests that
CLIL fosters very specific aspects of integrated language and content learning, namely the ability to
use a foreign language to produce texts (both oral and written) that are appropriate in specific subjects.
This ability will be labelled bi/multilingual disciplinary literacies to capture their complementary to
existing and/or growing disciplinary literacy/ies in the L1 and/or the main language of education.

Despite such solid research and interesting models, research in this area remains fragmented through
its focus on individual aspects of bi/multi-disciplinary literacies. Additionally, CLIL research activity is
spread very unevenly across Europe, so that only few geographical/educational contexts have been
investigated in depth and empirical evidence validating existing models of bi/multilingual disciplinary
literacies across such contexts remains limited. Thus, CLIL research on bi/multilingual disciplinary
literacies at this point is in need of more systematic data on a) the patterns of use and learning
trajectories in specific subjects and in inter-relation with learning disciplinary literacy/ies in the L1 and
b) applying and critically evaluating any of the models suggested. Only if this is achieved, can a
framework for transforming these models into clear pedagogic guidance be developed. This will require
the concerted integration of expertise in subject and language education, as well as applied
linguistics.

1.1.2. DESCRIPTION OF THE CHALLENGE (MAIN AIM)

The growing need for such bi/multilingual disciplinary literacies is clear from data from the business and
higher education (HE) sectors across Europe. As Eurobarometer 386 (European Commission 2012a)
shows, 53% of businesses expect that their prospective employees will need foreign languages at work.

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Within HE, mobility in Europe has recently been at an all-time high with around 335,000 students taking
part in Erasmus+ exchange programmes, which typically require academic engagement through a
foreign language. English clearly dominates as the desirable foreign language here, both as the most
important language perceived in business and in its role as the language of instruction across vastly
increasing numbers of university programmes in Europe (Maiworm & Wächter 2014; Scott & Beadle
2014). Despite this pronounced and growing need of European school leavers for bi/multilingual
disciplinary literacies, a clear understanding of a) its precise nature and b) the best means of
developing such proficiency in school learners is still missing.

In response, the COST Action CLIL_NetLE brings together experts from CLIL research, subject and
language education to create a shared European research agenda that will help optimize CLIL for
bi/multilingual disciplinary literacies. Linking CLIL clearly to such literacies development responds
to calls for a realistic, research-based understanding of CLIL’s potential in answering the needs of our
current globalised, multilingual, professional and educational life-worlds. Through interdisciplinary
networking opportunities and engagement of educational stakeholders, this research agenda will be
used to organise existing research and conduct new research, whose findings will be transformed into
recommendations for educational practice in CLIL.

This Action, for the first time, systematically brings together researchers from a range of subjects into
CLIL research. This allows for a focused investigation of the use and development of bi/multilingual
disciplinary literacies in specific school-subjects. Currently, these include the sciences (biology,
chemistry, and physics), history and mathematics (henceforth: Key Subjects), chosen due to their
frequency and range in European school curricula and existing research into disciplinary literacy/ies in
the main educational language. This Action focuses on school-level education, but will address the
needs of school-leavers with regard to bi/multilingual disciplinary literacies post-secondary education,
either in the workplace or in higher education, where insights from English-Medium Instruction help
clarify requirements and challenges at the tertiary level. In addition to school-based learning, this Action
will also acknowledge young people’s diverse life-worlds, which are characterised by multilingualism,
a strong presence of English as a lingua franca and the use of digital media in all areas of life through
relevant research expertise. Finally, researchers of this Action are involved in an unprecedented range
of CLIL contexts and so knowledge of variation in terms of educational cultures and specific
programme designs will feed into the Action and crystallise proto-typical aspects and trajectories of
bi/multilingual disciplinary literacies.

The precise aims of this Action are:

1. to develop a shared conceptualisation of and research agenda into the investigation of

bi/multilingual disciplinary literacies in CLIL.
2. to provide an accessible collection of standardised research instruments and training in its
use, particularly addressing Young Researchers and Innovators (YRIs) and researchers in
Inclusiveness Target Countries (ITCs).
3. to identify patterns of use, development and existing good practices in terms of supporting
bi/multilingual disciplinary literacies at all levels of school, with a focus on grades 5-13.
4. to disseminate information on how to support the development of bi/multilingual disciplinary
literacies in CLIL classes, to stakeholders. These are primarily academic and educational, i.e.,
school communities (teachers, pupils, heads of school, parents), educational authorities (ministries
of education, school boards, policy makers, curricular agencies), teacher education and
development organisations (teacher education at university/college, national and international
teacher networks, European Centre for Modern Languages (ECML). Post-secondary

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 Stakeholders (further/higher education, workplace), relevant members of industry (national and
international publishers of educational materials) and the general public will also be addressed.
The Action will engage experts in CLIL, in subject education and in language education, all from
diverse geographical and educational sectors. Additional expertise will be included to fully acknowledge
a) the position of English, the most frequently employed target language in CLIL, as a global lingua
franca with its associated predominance in international work and leisure interactions, b) the educational
experiences of multilingual pupils and c) the increase in out-of-school language- and subject-learning
opportunities for school-aged pupils, especially through digital media.

1.2. PROGRESS BEYOND THE STATE OF THE ART

1.2.1. APPROACH TO THE CHALLENGE AND PROGRESS BEYOND THE
STATE OF THE ART

CLIL_NetLE will address bi/multilingual disciplinary literacies from a multi-thematic prism to do its
interdisciplinary nature full justice. It includes researchers from CLIL, applied linguistics, subject and
language education, digital media and multilingual schooling. This Action will interact closely with
educational stakeholders, primarily school communities. Strong links to established partner schools
in participating countries will be established. The Action will follow four strands of activity:
1) Addressing fragmentation in thinking: Towards joint conceptualisations of bi/multilingual
disciplinary literacies
This strand will conceptualise bi/multilingual disciplinary literacies in two phases. At the beginning of
the Action, established CLIL researchers already working in this area plus subject education specialists
will present a joint conceptualisation of key characteristics to serve as an initial working
operationalisation. From year 2 onwards, work will commence on an evidence-based, refined
conceptualisation. This will incorporate information gathered from the empirical work on the use and
developmental patterns in specific CLIL subjects, including the transitions between educational levels.
Also, it will include the roles played by multilingual repertoires of CLIL learners, as well as their
engagement with out-of-school learning, especially in digital contexts.

2) Understanding patterns of use and development: Improving the offer for learners
This Action strand will address the developmental trajectories of bi/multilingual disciplinary literacies
among CLIL learners in Key Subjects. Survey data will be collated on the provision of CLIL in
participating COST Countries and information of CLIL pupils. This will provide information on learners’
linguistic backgrounds, exposure to extramural learning and learning through digital media. The target
is to involve a minimum of 800 learners from at least 10 COST Countries, including 5 ITC, 5 non-ITC
countries, and 1 Near Neighbour Country (NNC)). Drawing on an analysis of these survey data,
classroom observations in each of the countries involved will take place to identify examples of current
best practices. Additionally, in-depth case studies with individual learners will be undertaken in order to
gain an understanding of a) the influence of social, home-language background and environmental
factors on bi/multilingual disciplinary literacies, b) the interactions with disciplinary literacy in the main
language of education and c) the levels of exposure to extramural learning opportunities (both with
regard to language and content), specifically through digital media. Survey data and samples of best
practices will be made openly available to other researchers and stakeholders as Open Educational
Resources. This will ultimately allow for an identification and dissemination of locally sensitive, good
practice in developing bi/multilingual disciplinary literacies in CLIL.

3) Addressing variation in research knowledge and practice

This strand is dedicated to work on developing a shared, multi-disciplinary strategy for researching
bi/multilingual disciplinary literacies, including the collation of data collection tools and methods

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of data analysis. Training Schools and Short-Term Scientific Missions (STSMs) will ensure a broader
base of understanding on how to apply and implement research tools and analytic measures and allow
for a systematic evaluation of instruments. Particular focus will be given to providing training for current
PhD students and YRIs in the area. Data collection instruments will be made available to Action
participants through a repository, with a view of making these openly available to other researchers,
so providing a vital and sustainable resource for researchers in ITCs.

4) Disseminating findings: Integrating stakeholders

Key partners in this Action are the educational stakeholders, including school communities,
educational authorities, and teacher education and development organisations. These will be kept
closely involved throughout the Action. Strong links with schools offering CLIL will be established to
ensure a constant bi-directional feedback loop between researchers and practitioners. Other
stakeholders to be addressed through dissemination include post-secondary representatives,
stakeholders from the publishing industry and the general public. Dissemination to the academic
community will take place primarily via academic publications and presentations.

1.2.2. OBJECTIVES

1.2.2.1 Research Coordination Objectives

RCO1: To develop a common understanding and shared terminology regarding the use and
development of bi/multilingual disciplinary literacies within the framework of CLIL for academic and
educational stakeholders, integrating linguistic, disciplinary, and pedagogical concerns, as well as
influences from informal learning through digital media.
RCO2: To provide a co-ordinating platform for the collation, hosting and disseminating of key
information on the provision and implementation of CLIL, especially with regard to bi/multilingual
disciplinary literacies. This will be available freely.
RCO3: To develop and evaluate standardised research tools and methods for the study of
bi/multilingual disciplinary literacies, drawing on the Action’s multi-disciplinary expertise.
RCO4: To identify locally appropriate examples of good practice in the teaching of bi/multilingual
disciplinary literacies within CLIL.
RCO5: To disseminate information on locally sensitive, effective pedagogic practices of supporting
bi/multilingual disciplinary literacies to educational and other stakeholders across Europe and
beyond.

1.2.2.2 Capacity-building Objectives

CBO1: To achieve an interdisciplinary research agenda for the study of bi/multilingual disciplinary
literacies within CLIL across a range of educational contexts and so to strengthen the position of CLIL
and CLIL research as key agenda within the European Research Area.
CBO2: To provide a platform for the mutual sharing of existing research findings on the nature and
development of bi/multilingual disciplinary literacies within in Key Subjects (sciences (biology,
chemistry, and physics), history and mathematics) drawing on different sub-fields of CLIL and Applied
Linguistics, as well as general education, subject education, digital media and multilingual schooling.
CBO3: To strengthen the CLIL research activity in ITCs, especially those where CLIL has only
recently been established, through the co-ordination of specific research training schools and STSMs,

9
the reservation of Action leadership roles for ITC members and a dedicated ITC Co-ordinator in the
Action Core Group.
CBO4: To support YRIs working on CLIL through the provision of timely training in appropriate research
methods and tools in research training schools and through STSMs, which will be widely advertised and
supported through a dedicated YRI Co-ordinator in the Action Core Group.
CBO5: To facilitate networking between experts from a range of fields involved in bi/multilingual
disciplinary literacies, like educational research, applied linguistics as well as researchers involved in
the multilingual and digital life-worlds of children and teenagers.
CBO6: To gather information on the needs from post-secondary stakeholders (workplace,
Further/Higher Education) on bi/multilingual disciplinary literacies and provide information to industry
(publishing) stakeholders and the general public of the role of bi/multilingual disciplinary literacies.

2. NETWORKING EXCELLENCE
2.1. ADDED VALUE OF NETWORKING IN S&T EXCELLENCE
2.1.1. ADDED VALUE IN RELATION TO EXISTING EFFORTS AT EUROPEAN
AND/OR INTERNATIONAL LEVEL

CLIL research and implementation practices in Europe are characterised by their diversity due to the
need for educational practices (and related research) to address local exigencies. Some of this diversity,
however, limits the opportunities a) of a shared European research agenda for CLIL and b) for ensuring
a wide dissemination of successful CLIL practices in terms of preparing school-leavers for multilingual
working life, requiring some level of bi/multilingual disciplinary literacies. In terms of existing efforts of
networking in CLIL, most of these take place at national (and sometimes regional) levels. At the
European level, there are:

1) the ECML (European Centre for Modern Languages) has produced several key resources on CLIL
teaching and on disciplinary literacies. These will be integrated in the conceptual work of the Action
and as a starting point for the development of teacher resources.
2) Several Erasmus+ projects address CLIL and provide insights into (local) school-related needs and
activities regarding CLIL and provide initial input for planning teacher training events.
3) Eurydice provides key information on members’ national educational systems, including some
basic information on CLIL. This will be a starting point for current information gathering on CLIL
provision and implementation across countries.
Globally, the AILA-ReN on CLIL (Association Internationale de Linguistique Appliqué Research
Network) provides a loose network of CLIL researchers without an interdisciplinary research agenda or
a clear plan for the dissemination of findings to stakeholders within education.

This Action builds on and is complementary to the activities outlined above, which are much smaller in
scope and often focused either on the provision of educational resources or loose research networking.
CLIL_NetLE will provide a considerably larger network, of members from COST countries,
International Partner Countries (IPCs) and Near-Neighbour Countries (NNC), including PhD students
and YRIs. It is crucially different from the ones mentioned here in that it is truly multi-disciplinary and
will advance CLIL research and practice towards a much clearer view of its unique contribution
beyond improving general foreign language proficiency.

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2.2. ADDED VALUE OF NETWORKING IN IMPACT
2.2.1. SECURING THE CRITICAL MASS AND EXPERTISE
The initial network of proposers of CLIL-NetLE provides a good basis for the network development. This
initial network comprised 35 individuals from 26 institutions, located in 16 COST Countries, 2 IPCs and
one NNC. A broad range of CLIL experiences was represented, from countries with a long CLIL tradition
to those, where CLIL has been introduced more recently and/or less thoroughly. In terms of academic
expertise, two large groups will be represented in the Action. Firstly, key figures in CLIL research, who
focus on areas related to integration at the language and content interface of bi/ multilingual disciplinary
literacies. Secondly, researchers providing subject and pedagogic expertise in Key Subjects. Finally,
applied linguists, and researchers on digital media and multilingual schooling will offer a broader
understanding of routes into bilingual education and bi/multilingual disciplinary literacies, including the
interaction between home life/languages and school. This Action will have extensive experience in
successful project management and participation. The represented expertise and project
management experience will ensure a stable network, capable of meeting the Action challenges. Further
Action participants will be continuously integrated, particularly in the following areas: subject education
expertise in school-subjects, notably geography, art and vocational education. These will be
addressed through information on the Action in relevant subject-specific conferences and social media
outlets. Secondly, the network will aim at engaging partners from the publishing industry.
Dissemination materials will facilitate continued impact beyond the duration of the Action, with Action
findings reaching national and international publishers of school-based teaching and learning materials.
The Action is committed in promoting gender balance in Action participation.

2.2.2. INVOLVEMENT OF STAKEHOLDERS

The two stakeholder groups focussed on most in this Action are educational and academic. Further
stakeholders (post-secondary, industry and general public) will be discussed in 3.2.2

Educational School Language teachers, subject teachers, CLIL teachers,

communities pupils, parents/carers, heads of school
Educational School boards, ministries of education, policy makers,
authorities curricular agencies
Teacher education Teacher education departments at university/colleges,
and development national teacher networks, international teacher networks,
organisations ECML
Academia Research areas Applied linguistics, subject education, general education,
language education
Levels YRI, established researchers, PhD, MA and MS students
Countries ITC/non-ITC, NNC, IPC; diverse levels of CLIL expertise /
establishment of CLIL practice
Post- Further / higher Universities, colleges
Secondary education
Workplace Professional associations, Chambers of
Commerce/Trade/Industry
Industry Publishers National publishers (school-books, educational materials),
international publishers (educational materials)
General Public (see section 3.2.2. for further details)

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Close co-operation with the CLIL
schools will be ensured
throughout the Action. Teachers
act as research partners for
surveys, in accessing and
evaluating examples of good
practice, and pupils’ language
productions. Interaction
possibilities are ensured at
workshops added to the annual
Action meetings, through Training
Schools for Teachers and in local
and national events, and through
utilising national teacher
newsletters and organisations.

For broader dissemination, guidance for teachers will be primarily made available through practical
guidance for CLIL (and other subjects) available in online format towards the end of the Action (D10),
including downloadable materials (E-Compendium) and animated videos produced with a suitable video
creation tool, e.g., Powtoon. Pupils of the partner schools will give input from their experiences of using
and developing bi/multilingual disciplinary literacies. Findings and resultant guidance for pupils on best
practices will be provided in multi-modal format online (Action Website D2 and info days). Teacher
educators will be targeted in the Training Schools for Teachers and have access to the resources for
teachers (D10). Presentation of findings to teacher educators will take place in university/college-based
teacher education programmes and at relevant conferences. COST Action participants will present
findings at teaching and teacher-education events, e.g., DGFF (Germany), MANYE (Hungary), Congres
Levende Talen (Netherlands), IATEFL (Poland), TESOL Spain. In addition, international conferences,
like ATEE, IATEFL, and TESOL will be targeted. Educational authorities will be involved at several
levels; ministries of education and school-boards will be invited to interactive events. Network
participants will provide formal and informal information sessions locally, as well as a co-ordinated
(online) European workshop event for educational policy makers and curricular agencies. This Action
will develop specific policy recommendations (D11) in terms of fostering bi/multilingual disciplinary
literacies through CLIL, taking into account existing language policies across COST countries.

The second large group concerns academia, and is largely represented in this multi-disciplinary network
with members from diverse regions, and career levels. Through the Action itself and dissemination
activities, a sustainable, transdisciplinary research framework will be developed. Dissemination to
further academics will take place via established routes of presentation at international conferences
(e.g., Association Internationale de Linguistique Appliquée World Congress, European Conference on
Educational Research, European Eduational Research Association Conference), publication of findings
in peer-reviewed Q1 journals (see also 3.2.1).

2.2.3. MUTUAL BENEFITS OF THE INVOLVEMENT OF SECONDARY

PROPOSERS FROM NEAR NEIGHBOUR OR INTERNATIONAL PARTNER
COUNTRIES OR INTERNATIONAL ORGANISATIONS

Two experts from IPCs (Canada, Hong Kong) were involved in the initial network of proposers due to
their long traditions of bilingual education. These experts are familiar with the European CLIL landscape

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and can add additional insights from different educational contexts and the associated research
practices, as well as benefitting from more information on the European practices within bilingual
education. One expert from NNC (Kosovo) was also part of the initial network of proposers to provide
expertise on the link between societal and educational multilingualism. The Action will reach and engage
relevant international experts from NNC and IPC throughout its lifetime.

3. IMPACT
3.1. IMPACT TO SCIENCE, SOCIETY AND COMPETITIVENESS,
AND POTENTIAL FOR INNOVATION/BREAKTHROUGHS

3.1.1. SCIENTIFIC, TECHNOLOGICAL, AND/OR SOCIOECONOMIC IMPACTS

(INCLUDING POTENTIAL INNOVATIONS AND/OR BREAKTHROUGHS)

Expected Scientific Socio- Technological

Impact Economic/Educational

Short- Foster European research Improve educational offer re Increase

Term outputs (joint publications)
based on shared
conceptualisations and
accessible data
collections.
Increase quality research
into CLIL through
availability of open-source
research tools and
methodology training.
bi/multilingual disciplinary
literacies through CLIL.
Provide guidance for CLIL
teachers/teacher
educators/education
authorities on how best to
support development of
bi/multilingual disciplinary
literacies.
understanding of the
role of digital media in
school-level learning
(see also, EU
DigComp Framework).
Improve researchers’
abilities to use new
research tools for
understanding digital
media use in school
learners.

Long- Develop sustainable
Term transdisciplinary
frameworks on
bi/multilingual disciplinary
literacies.
Emergence of new
research co-operations,
including YRIs and ITCs,
and acquisition of funding
through national and
international bodies
across disciplines and
countries.
Higher and more consistent Guidance for parents,
abilities in bi/multilingual carers and teachers
disciplinary literacies in on positive uses of
school-leavers entering the digital sources in
workplace or HE. children/teenagers’
learning.
Provide basis for creation of
commercial or state-
published educational
materials.
Effect change in language
education policies with
regard to CLIL curricula
across COST countries 
realistic bi/multilingual
disciplinary literacies goals.

13
3.2. MEASURES TO MAXIMISE IMPACT
3.2.1. KNOWLEDGE CREATION, TRANSFER OF KNOWLEDGE AND CAREER
DEVELOPMENT

Type Description Measurable Minimum Activities of

Knowledge  European research agenda on
Creation bi/multilingual disciplinary literacies
(key characteristics and
developmental trajectory).
 Overview of CLIL provision and
learner characteristics.
 Development of standardised
research tools and methods.
 Development of recommendations
for CLIL policy.
Network
 Online survey data (freely
available).
 Open access repository of data
collection instruments and analysis
methods (D9).
 1 position paper (published in Q1
Journal under open access).
 Policy recommendation document
(D11).

Knowledge Within network:

Transfer
From clusters of high-intensity CLIL
research activity to low-
intensity/emerging CLIL research
activity, esp. in ITCs through STSMs
and joint workshops.
 6 of 12 STSMs involve ITC.
 4 workshops as part of annual
meetings of Management
Committee.

Outside Network:

External conference participations.

 5 joint publications in high-impact
Joint publications in high-impact outlets journals and 1 special
for both language and subject issue/collected volume in Open
education and other related fields. Access.
Career  YRIs and PhD students involved in  6 of 12 STSM involve YRIs
Development (guided) cases studies on aspects
of bi/multilingual disciplinary
literacies.
 Research Training Schools to
ensure standardised use of
research tools and methods (for  2 Training Schools
YRIs, and multipliers like research
methods instructors and other
researchers).
 Intense use of multi-modal digital
resources and training in their  5 digital content areas created by
creation  learning environment in YRIs
competence areas 2
(Communication and Collaboration)
and 3 (Digital Content Creation)
specified by EU DigComp.
Knowledge Information and guideline on how to  2 Training Schools for
Transfer & support learners’ development of Teachers/Teacher Educators (one
Career bi/multilingual disciplinary literacies for week/ hybrid format).
both CLIL and mainstream teachers

14
 Development through. Training School for teachers
for Teachers and teacher educators, (national)
teacher newsletters, short
(national/regional) teacher workshops,
provision of extensive online materials.
 6 national or regional teacher
workshops (stand-alone or
integrated into national
conferences).
 Provision of online guidance and
materials (available online under
Creative Commons Licence) D10.

3.2.2. PLAN FOR DISSEMINATION AND/OR EXPLOITATION AND DIALOGUE

WITH THE GENERAL PUBLIC OR POLICY

A detailed dissemination plan ( D1) will be finalised shortly after the 1st Management Committee
(MC) Meeting and will be reassessed throughout the Action. The main objectives in terms of
dissemination are 1) to raise awareness of the Action, its aims and activities among the research
community, the educational stakeholders, the post-secondary stakeholders and the general
public 2) to share the findings reached within the Action, wherever possible interactively, with
educational stakeholders on regional, national and European levels, ensuring that reports,
publications, presentations and surveys are easily accessible and accessed 3) to encourage
sustainability of the Action’s work by fostering broad and continued engagement, especially by
teachers, with the resources developed at national and international level, but also through targeting of
industry stakeholders, i.e. national and international publishers responsible for school materials, and
addressing the general public. Visual identity will be in line with COST guidelines and a dedicated
Science Communication Coordinator will be appointed. The integration of the key stakeholders of
teachers and teacher educators has been described in 2.2.2.

Target: Researchers. Key messages: The unique contribution of CLIL lies in its ability to support
learners’ development of bi/multilingual disciplinary literacies, which is increasingly important in post-
secondary education and in the workplace. This Action provides a shared research agenda and
information on the specific nature of such bi/multilingual disciplinary literacies, their developmental
trajectories and good educational practices here. Means of delivery: collaborative articles in peer-
reviewed journals (published open-access), conference participations and joint symposia. Dedicated
section of the Action website for researchers to advertise events and collaboration.

Target: Educational Authorities (specifically policy makers). Key messages: CLIL is a strong element
of European mainstream education. To make it fulfil its potential across European countries, information
from this Action on how to develop bi/multilingual disciplinary literacies is crucial. Sustainable policies
need to be evidence-based, such as the evidence provided through this Action. Means of delivery: info
days and events with national ministries of education; policy recommendations (available online on
Action Website), short summaries of surveys conducted and of best practice, 1-to-1 meetings of Action
participants with national policy members.

Target: Post-Secondary Stakeholders. Key messages: School leavers need bi/multilingual

disciplinary literacies at the workplace and in education. More detailed information is needed on a) what
these post-school situations require in terms of bi/multilingual literacies and b) what stakeholders in
post-secondary education or at the workplace can realistically expect from school-leavers. There are
strong similarities between CLIL learners and multilingual learners from migrant backgrounds here that
can be utilised. Means of delivery: bi-directional information flow via surveys shared through events
with/at Higher/Further Education Institutions, Adult Education Institutions (e.g., National Office for
Vocational and Adult Education in Hungary, etc.) and with Chambers of Commerce/Trade and Industry.

15
Dedicated area on Action website; invitation to information days and (local) conferences, 1-to-1
meetings.

Target: Broader School Communities. Key Messages: All teachers, pupils and their parents/carers
need to be aware of the importance of proficiency in bi/multilingual disciplinary literacies for both
professional and academic purposes. Information on the role of digital media and out-of-school learning
for school-based language development. Means of delivery: Dedicated social media channels (Twitter,
Facebook plus age-appropriate media for pupils) to inform on the Actions findings; dedicated area on
Action website with multi-modal information on key findings; participation at national and international
teacher conferences; publication in national teacher newsletters.

Target: General Public Key messages: CLIL can support language development in specific ways
relevant to workplace and further education. Digital media can positively influence learning at school.
Means of delivery: Presence in social media for Action events and key findings; dedicated area for the
public on the Action website with information targeted to this group.

4. IMPLEMENTATION
4.1. COHERENCE AND EFFECTIVENESS OF THE WORKPLAN

4.1.1. DESCRIPTION OF WORKING GROUPS, TASKS AND ACTIVITIES

The Action will be realised through five Working Groups (WGs), each comprising ITC and non-ITC
participants. There will be annual meetings-plus-workshops (MPW) of each WG in years 1 to 3 of the
Action and contributions from each WG to the final conference. The Action will be coordinated by the
Management Committee (MC) guided by the MC Chair, Vice-Chair and Grant Holder. For effective
and rapid decision making, a Core Group (CG) will be formed, whose members will be elected at the
1st MC Meeting (‘Kick-off’). Four positions are reserved for ITC participants. The complete MC will meet
annually to ensure the integration of findings and progress and the smooth running of the Action. The
CG will have a further annual meeting to ensure that information and findings are shared in a timely
manner and that any difficulties within the Action’s running are addressed early on. If possible, one of
these meetings will be held face to face.

In addition to Grant Holder, Chair and Vice Chair, the SC contains the following roles:

16
The five WGs of this Action integrate the strands of investigation described under 1.2.1. The structure
of each WG shares similarities in that each WG has activities related to: a) collation of information b)
research co-ordination c) capacity-building and dissemination. Tasks for all WGs are to a) provide
annual reports on activities and findings, b) contribute to the Action Website (D2), c) deliver input
(materials, expertise) for dissemination to all stakeholders, specifically via D2, D4, D5, D10, D11 and
the Training Schools (Teachers & Teacher Educators), d) provide research expertise for data collection
tools & research methods, specifically for D9 and Training Schools (Researchers), and e) participate in
the final Action Conference.
Final responsibility for co-ordinating
and ensuring timely completion of D3,
D4, D5, D9, D11 and the Training
Schools (Researchers /Teachers &
Teacher Educators), final Action
Conference, Meetings with national,
regional and pan-European language
policy makers and educational
authorities rests with the CG, who
may co-opt specific MC Members for
support.
The overall implementation structure
sees WGs 2, 3 and 4 in the centre, addressing bi/multilingual disciplinary literacies in Key Subjects,
surrounded by WG1 focused on the conceptual basis and WG5 concerned with the integration of
stakeholders. Information flows multi-directionally so that evidence-based conceptualisations and
recommendations to stakeholders become possible.

WG1: Conceptualising bi/multilingual disciplinary literacies

The main objective of WG1 is to address the fragmented nature of existing work into bi/multilingual
disciplinary literacies and create an evidence-based, multi-disciplinary conceptualisation in two phases;
1) collation of existing research and provision of a working definition of bi/multilingual disciplinary
literacies (Position Paper A, Y1/Q1) and 2) based on input from WG 2-4, a refined, interdisciplinary
and comprehensive conceptualisation of bi/multilingual disciplinary literacies (Position Paper B) that
includes clear statements on developmental trajectories in specific CLIL subjects. Guiding principles in
conceptualisation will be a) inclusivity in terms of theoretical backgrounds integrated through combining
diverse traditions, b) a triple focus on policies, beliefs, and practices, and c) specificity through providing
foci on Key Subject of schooling. Tasks are:

 T1.1 Overview of provision of CLIL plus internal report and open online summary on findings from
overview of provision (D3);
 T1.2 Develop an initial working definition of bi/multilingual disciplinary literacies (Position Paper A),
which takes into account the diverse disciplinary literacy traditions operating across the different
participating members (MPW in Y1);
 T1.3 Integrate findings from WG2-4;
 T1.4 Develop a refined conceptualisation of bi/multilingual disciplinary literacies and their
development (Position Paper B). Disseminate to research community in journal publication (D4,
final Action Conference).

17
WG2: Learning and using bi-and multilingual disciplinary literacies in specific subjects
WG2 focuses on individual learners’ use and development of bi/multilingual disciplinary literacies in Key
Subjects within CLIL. Existing support, expected abilities and learning trajectories within educational
and disciplinary cultures are highlighted. Insights from multilingualism at school will be integrate, so
addressing the multilingual practices activated by learners in developing their bi/multilingual disciplinary
literacies. The focus on individual learners also allows for a focus on diversity in education, thus including
the question whether particular learner groups might need more specific support in bi/multilingual
disciplinary literacies learning. Tasks are:
 T2.1 Survey support for bi/multilingual disciplinary literacies in the main educational language (for
both L1 and L2 users) and in CLIL target language in Key Subjects (D6);
 T2.2 Facilitate case studies on a) bi/multilingual disciplinary literacies development in specific school
subjects in CLIL, b) how CLIL pupils use their complete linguistic repertoire when engaging in
disciplinary practices and developing bi/multilingual disciplinary literacies, and c) diverse learners’
trajectories in bi/multilingual disciplinary literacies (STSMs);
 T2.3 Analyse and evaluate survey and case study data.
WG 3: Development of bi-and multilingual disciplinary literacies across educational levels
WG3 addresses developmental trajectories of learner groups, focusing on the transition across
educational levels (primary-secondary-tertiary education). Especially the transition from primary to
secondary school is a key moment in children’s initiation into the abstract language of the disciplines.
The issues arising in this transition may be even more acute if it involves changes in the language(s) of
instruction. In addition to a lack of overview of existing data on learner production and the general paucity
of longitudinal data, there is an absence of a shared meta-language for presenting learner production
data. Tasks in this WG are:
 T3.1 Overview curricular demands regarding bi/multilingual disciplinary literacies in CLIL across
educational levels (grades 4,6,10,12) for Key Subjects (D7);
 T3.2 Collate existing learner production data and develop a shared meta-language for description;
 T3.3 Share learner production data Action-internally, (plus dissemination of information on existing
data outside Action) plus standardised meta-language;
 T3.4 Facilitate Case Studies on individual pupils’ bi/multilingual disciplinary literacies development
at transition points regarding educational levels;
 T3.5 Analyse and evaluate survey and case study data.
WG4: Learning and using bi/multilingual disciplinary literacies in digital media and outside of
school
WG4 focuses on learners’ engagement with bi/multilingual disciplinary literacies in the digital world and
in their lives outside of school. In light of the greater recognition of the importance of digital competences
for all European citizens and the experiences of emergency online teaching during the COVID-19-
pandemic, a deeper understanding of CLIL pupils’ digital practices with regard to bi/multilingual
disciplinary literacies seems called for. These digital practices require literacies related to Competence
1 (Information and Data Literacy) identified in EU Science Hub’s Digital Competence Framework 2.0
(EU DigComp Framework) as learners engage in gaining information and constructing in-depth
knowledge, some of which will be disciplinary in nature and most multilingual. CLIL learners are thus
likely influenced in their bi/multilingual disciplinary literacies development through experiences in the
digital world and in non-educational contexts. Tasks of this WG are:
 T4.1 Survey a) digital practices CLIL learners engage in outside education in English or other CLIL
target languages and b) digital practices and resources used in school-based CLIL teaching (D8);
 T4.2 Evaluating the potential of digital practices (inside and outside of school) and other out-of-
school learning opportunities on bi/multilingual disciplinary literacies;

18
 T4.3 Facilitate case studies on a) the impact of digital media (e.g., on the use of science and tutorial
videos, gaming and history learning, vocationally oriented) on bi/multilingual disciplinary literacies ,
and b) on how far CLIL learners’ use of English (or other languages) outside school impacts on their
bi/multilingual disciplinary literacies (STSMs);
 T4.4 Analyse and evaluate survey and case study data.

WG5: Involving Stakeholders in bi/multilingual disciplinary literacies

WG5 co-ordinates engagement with and activities for all stakeholders, i.e., academic, educational, post-
secondary, industry and the general public. A key task of WG5 is thus to collate work within the other
WGs to identify evidence-based, good practice, which will form the basis of guidelines and training for
bi/multilingual disciplinary literacies support for educational stakeholders. As such, prime responsibility
for the teacher training workshops and the teacher-oriented materials ( D 10) will also lie with this WG.
The perspective of post-secondary stakeholders will be included through surveys of their practices and
expectations regarding bi/multilingual disciplinary literacies. In the later phase of the Action, Industry
stakeholders will be specifically addressed in activities for publishers of educational materials
(national/international publishers with a view towards application of the principles developed for teaching
in relevant materials. Tasks are:
 T5.1 Provide examples of good practices of integrating bi/multilingual disciplinary literacies;
 T5.2 Survey post-secondary stakeholders on their uses of bi/multilingual disciplinary literacies and
expectations of school-leavers’ bi/multilingual disciplinary literacies;
 T5.3 Analyse and disseminate these survey findings;
 T5.4 Co-ordinate the provision of appropriate dissemination materials for educational, post-
secondary, industry and general public stakeholders;
 T5.5 Co-ordinate the development of a shared framework of CLIL teacher education in specific
subject groups, integrating findings from WGs 1-4 (Teacher Training Schools, D10).

4.1.2. DESCRIPTION OF DELIVERABLES AND TIMEFRAME

Deliverable Content Timeframe

D1 Science Science Communication Plan: detailed strategy and plan on Month 3

Communication Action communication, dissemination and valorisation of its
Yearly
Plan results.
review/update
D2 Action Hub for communication and dissemination of Action activities, Launch:
Website summaries of findings, links to publications etc. Targeted Month 9
Areas for diverse groups of stakeholders.
Continuous
updates
D3 General Survey of CLIL provision (Sample: at least 5 ITC, 5 Non-ITC, 1 Month 15
Survey NNC), brief report to be provided open access.
D4 Dissemination Publications on whole Action and individual aspects (Journals): Month 48
Activities minimum 6 peer-reviewed, collaborative, journal publications.
(Journals)
See also 3.2.1 & 3.2.2
D5: Publications on whole Action (Special Issue/ Collected Month 48
Dissemination Volume): collaborative edition of either a collected volume or a
Activities (Special journal special issue on the whole Action.
Issue / Collected
volume)

19
 D6 Detailed Survey on support for bi/multilingual disciplinary literacies in Month 21
Survey 1 main educational languages and in CLIL (Sample: at least 3
ITC, 3 Non-ITC), report to be provided open access.
D7 Detailed Survey on curricular demands regarding bi/multilingual Month 21
Survey 2 disciplinary literacies at diverse levels of education (Sample:
at least 3 ITC, 3 Non-ITC), report to be provided open access.
D8 Detailed Survey on digital practices of CLIL learners inside and outside Month 21
Survey 3 of school (Sample: at least 3 ITC, 3 Non-ITC), report to be
provided open access.
D9 Repository Repository of Data Collection Tools and Research. Trialled Month 27
data collection tools plus descriptions of research analysis
plus annual
methods. Aligning with IRIS (https://www.iris-database.org/)
updates
and open access
D10 Suite of Compendium of multi-modal guidelines and training materials Month 36
Multimodal for teachers, including videos, interactive materials, hands-on
Teacher tutorials, e-compendium – openly accessible via D2.
Resources
D11 Language Clear policy recommendations for supporting bi/multilingual Month 39
Policy disciplinary literacies through CLIL across Europe. Sensitive to
Recommendation educational levels and Key Subjects

Three Milestones (M) are set to ensure that delivery of the Action’s aims is progressing in a timely
manner. M1 is set after Y1/Q4, with key requirements of D1, D2 live, and D3 complete. M2 is set after
Y2/Q4, with key requirements of D 6-8 complete, first set of Training Schools held, publication of one
joint paper by members of WGs 2-4 . M3 is set after Y3/Q4, with key requirements of D8, D9 complete,
second set of Training Schools complete, 9 STSMs complete.

4.1.3. RISK ANALYSIS AND CONTINGENCY PLANS

Throughout the Action, Action MC and Core Group Meetings will focus on ensuring that risks are
managed successfully and will adapt the communication strategy and/or dissemination plan in
agreement with Action participants to tackle any unexpected changes or challenges. WG Leaders will
report regularly on progress to the MC and additional roles have been created to ensure successful
integration of YRIs and ITCs. At the 1st MC Meeting, a decision on suitable online tools to facilitate
interaction (e.g., Slack) will be made. Nevertheless, the following risks have been identified:

WG Risk Likelihood Severity Mitigation Measures

affected
All COVID-19-related High Low Provision of online materials, Online MC
restrictions (travel, and Core Group meetings, development
access to schools) of online survey tools.
All Difficulties in Low Moderate Early and continued contact to
engaging key stakeholders through diverse
stakeholders communication and networking
channels.; use of established
local/national networks to foster
integration of stakeholders.

20
 All Withdrawal of key Low High Suitable replacement to be found via
participants (e.g., established research networks; large
leadership roles) and robust network should withstand
some withdrawals; events to attract new
participants from early on in Action.
All Insufficient Low Moderate Ongoing monitoring and support, use of
progress annual reports and MPW to highlight and
alleviate any problems early on in the
Action.
All Lack of sufficient Low High Increase the number of countries
respondents in involved in the surveys and address
surveys schools through other channels available
to Network.
WG 1 Lack of consensus Moderate High Agree on methodology for reaching
on identifying key consensus at start, plan sufficient time
characteristics in and meetings for collaborating experts,
BMDLs present internally for feedback.
WG 2-4 Withdrawal of Moderate Moderate With 20 partner schools a critical mass,
Partner Schools including teachers with permanent
contracts, is achieved.
WG 2-4 Lack of suitable Low High Re-advertisement for recruitment
and available through diverse networks, including in
candidates for neighbouring fields.
STSMs
WG 5 Lack of interest by Moderate High Information and interest ensured before
educational Action; information regular and in
authorities in the diverse formats throughout Action.
Action

21
4.1.4. GANTT DIAGRAM

22
23
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