Artificial Intelligence in Bilingual Education: Innovations and Challenges in Content and Language Integrated Learning and English Medium Instruction Contexts
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".
Deadline for manuscript submissions: 15 December 2025 | Viewed by 95
Special Issue Editors
Interests: bilingual education; CLIL; EMI; language education; technology-assisted language learning
Interests: bilingual education; minority languages; sociolinguistics; language education
Special Issue Information
Dear Colleagues,
Bilingual education approaches, particularly content and language integrated learning (CLIL) and English medium instruction (EMI), have gained significant traction globally as educational institutions seek to prepare linguistically versatile graduates for internationalized academic and professional environments. These approaches, characterized by teaching academic content through an additional language, present pedagogical challenges and opportunities that artificial intelligence technologies are uniquely positioned to address.
The growing prevalence of AI tools in educational contexts necessitates scholarly attention to their pedagogical implications, effectiveness, and ethical considerations. Language education, with its emphasis on communication, cultural understanding, and multimodal learning, provides a rich domain for investigating AI integration. As these technologies become increasingly sophisticated in terms of processing, generating, and responding to language, questions arise regarding their optimal role in supporting bilingual education.
In CLIL and EMI contexts, AI offers promising opportunities to enrich the educational experience and address inherent challenges. However, hardly any research provides empirical evidence on the use of AI in these bilingual programs. This Special Issue examines how emerging AI applications can enhance effectiveness across diverse educational contexts, from primary through tertiary levels, acknowledging the unique affordances and constraints of content–language integration that differentiate these approaches from other language teaching methodologies.
In this Special Issue, original research articles and reviews are welcome, and research areas may include, but are not limited to, the following topics:
- AI for multiliteracies development in bilingual contexts;
- AI tools for bilingual education;
- AI-enhanced scaffolding in CLIL/EMI;
- Automated content-language assessment;
- Cross-linguistic transfer and AI;
- Ethical dimension of AI in bilingual programs;
- Personalized learning and materials in bilingual education;
- Stakeholder perceptions on the use of AI tools in CLIL/EMI;
- Student engagement and motivation;
- Subject-specific AI applications;
- Teacher professional development for AI integration in bilingual settings;
- Translanguaging and AI support.
Dr. Alberto Fernández-Costales
Dr. Roberto Avello Rodríguez
Dr. Covadonga Arroyo García
Guest Editors
Manuscript Submission Information
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Keywords
- artificial intelligence (AI)
- bilingual education
- computer-assisted language learning (CALL)
- content and language integrated learning (CLIL)
- English medium instruction (EMI)
- language education
- motivation
- multimodal learning
- professional development
- educational technology
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