This study aims to understand the opinions of middle school and high school students about language learning and studying other content in an additional language in the school settings where English is used as the medium of instruction to teach more than 50% of the curriculum. For this end, 261 students from three different schools were administered a questionnaire.  Results indicate students generally have very positive opinions about learning languages and studying content in their non-native language. There is no statistically significant difference between the students’ opinion and their school level, and the years that they have been learning a language and studying content in an additional language. However, the students who have a negative opinion about the school have negative opinions about learning languages and studying content in an additional language. The possible reasons for these were evaluated from the perspective of language learning context but further study would be needed to establish causality.  

Students' intercultural competence and reading ability are an essential aspect of their education. Intercultural competence, defined as respect for the cultural views, beliefs, and traditions of others, is a necessary skill for effective and appropriate communication. Using a multidimensional model, this study investigated the effect of intercultural competence among Thai junior high school students on their resilience, well-being, and attitudes toward reading. A 2018 Program for International Student Assessment data set relating to 7,411 students from 289 schools in Thailand was analyzed using structural equation modeling. The research findings suggest that improved intercultural competence strengthens resilience, well-being, and attitudes toward reading.

This study explores international graduate students' experiences of content-language integrated learning (CLIL) at a university in Korea. This study focuses on a course that allows international students to simultaneously learn the Korean language and content knowledge. Korean as a medium of instruction (KMI) was applied to 16 international graduate students in two graduate courses during the 2021 Fall semester. The survey examines the perception and satisfaction of students' experiences in the KMI classes. Among survey participants, interview applicants were selected for in-depth interviews. Study results showed that international graduate students developed content knowledge through KMI classes. They also improved their Korean language ability. Overall, international students were generally satisfied with KMI classes. However, it is difficult for international students to dramatically enhance their Korean academic proficiency within one semester. Recommendations are provided on effectively conducting CLIL classes, such as KMI for international students in higher education.

This study aims to understand international students' learning experiences in English as a medium of instruction (EMI) courses in a private Korean university. By using mixed-method research, this study collected two data sources, including 1) an online survey (n=46) and 2) an individual in-depth interview (n=4) at the end of the 2022 Spring semester. The study results are summarized as follows. First, EMI courses could enhance international students' content knowledge development effectively. Second, EMI courses could improve international students' English proficiency in terms of reading and vocabulary ability. Third, international students showed high satisfaction with EMI courses and are willing to take EMI courses continuously. However, the interview analysis showed that it was challenging for a few international students to improve their English speaking ability due to limited opportunities to speak English during graduate-level courses. These study results suggest several recommendations to provide practical EMI courses for teaching diverse international students, including English language learners in higher education.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.