[Call for manuscripts]

Call for manuscripts for an edited book on

Contexts and conditions for successful CLIL in Portugal

Editors: Maria Ellison, Margarida Morgado, Margarida Coelho

Publisher: U.Porto Press https://up.pt/press/.


Compared to the rest of Europe, Portugal has been slow to officially adopt the CLIL approach in compulsory school education. CLIL refers to “situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language” (Marsh, 2002, p. 2).

Rather than lament the late onset of CLIL in state schools under the umbrella term of ‘bilingual education’ in Portugal or celebrate the grassroots emergence of CLIL projects in private and state schools (almost always led by foreign language teachers), this edited volume wishes to focus on CLIL as a profoundly context-dependent approach in education and to compile best practice for successful CLIL implementation across all levels of education, from pre-primary to higher education, by highlighting the contexts in which CLIL is effectively implemented and the conditions deemed necessary for it become so.

Linguistic change, such as that brought about by CLIL, are not isolated from demographic, political and cultural changes caused by an increasingly globalized world, with heightened voluntary and/or enforced mobility of people, internationalisation of the Higher Education area, and technologically-interconnected global professional and academic networking. CLIL can be viewed as a pedagogical response to communication at a global level and the use of one or more lingua franca to operate in international business, education, and employment.

CLIL is a new challenge to the teaching and learning process because it reconfigures the ways in which foreign languages are taught and learnt; it redesigns the profiles and roles of the foreign language teacher and the teacher that uses a foreign language as a medium of instruction by enhancing collaborative practices and team work; it challenges disciplinary boundaries and enhances cross- and interdisciplinary integrated approaches; it defies learning as a top-down transmission of knowledge in favour of the participatory co-construction of meaning by teachers and students; and it further conceptualises the classroom as a learning space for addressing real-life situations.

Transitioning from an established educational paradigm to another is never easy, especially when pre-service and in-service education and school curricula or higher education courses fail to embrace change at the pace at which it happens in society. In order to address change in education it is essential that we explore the conditions and contexts for the successful implementation of CLIL. Thus, contributions are invited, in the form of research papers or best practice reports, to the following strands:

  • Strand one: Professional development (in-service, pre-service, other) for school teachers and higher education lecturers in Portugal in order to enable them to use CLIL in their own contexts;
  • Strand two: Policy recommendations and frameworks for CLIL implementation across educational levels in Portugal; ESP, content-based teaching, and CLIL;
  • Strand three: Effective methodological best practice from experiences carried out in Portugal for managing multiple languages for and of learning (multilingual pedagogies); Key strategies for translanguaging or targeted code-switching across all levels of education; adapting to online teaching and learning.

Target Audience

The book will serve as an education resource for policy makers, teacher educators, school teachers, higher education lecturers and teacher education researchers. It will also be an invaluable resource for graduate students and others in the education profession.

Submission Guidelines for Authors


  • Please send a 200-word abstract for your paper and a 100-word bio for each author to Workingclil@gmail.com by 31 March 2021 (new date).
  • Notification of acceptance by 30 April 2021.
  • Full manuscript sent to Workingclil@gmail.com by 30 September 2021.
  • Revised and final versions of the manuscripts should be sent to the editors by 30 November 2021.
  • Anticipated book publication date: March 2022


Manuscripts should be based on theoretical and/or empirical data, with a preference on research-oriented methodology and primary data. Contributions should represent in-depth analyses of the topics explored by the book.

Length and Format

The manuscript should be written in Calibri 12, with 1.5 spacing. The length of the manuscript that can be accommodated is 4000-6000 words. Further guidelines for authors will be sent once abstracts have been approved.


English; Portuguese (Novo Acordo Ortográfico required)

Referencing System

The APA Citation Style should be used as the basis for citation and references in the manuscript. For those who may not be familiar with this citation style, please find information and guidelines at: http://www.apastyle.org/

Review Process

Abstracts will be double blind peer reviewed. Further review of manuscripts will be by the editors.

Working CLIL