Integrating content and language in teacher development: CLIL for academic vocabulary growth in Algeria

Saida Tobbi — Sun, 03 May 2026 13:49:57 +0000

This study investigates the impact of Content and Language Integrated Learning (CLIL) on academic vocabulary development and disciplinary understanding among newly recruited teachers at Batna 2 University, Algeria. Conducted within the framework of the national teacher development program, the research examined how integrating English into the teaching of research methodology could enhance both linguistic competence and conceptual learning. A mixed-methods framework integrated quantitative and qualitative approaches, including an Academic Vocabulary Test, a corpus of participants’ written tasks, and reflective questionnaires. Sixty-eight teachers from twenty-three academic departments participated in eight weeks of CLIL-oriented instruction. Quantitative findings revealed notable improvements in receptive and productive academic vocabulary (t(67) = 14.27, p < .001, d = 1.37), alongside marked increases in lexical diversity, sophistication, and density. Thematic analysis indicated greater lexical awareness, cognitive engagement with research concepts, and positive perceptions of English as a medium for disciplinary learning. The results suggest that CLIL-oriented pedagogy promotes deep processing of academic lexis and supports Algeria’s ongoing transition toward English-medium higher education. Embedding content and language objectives within teacher education programs can therefore strengthen linguistic competence and disciplinary literacy in multilingual academic contexts.

Humor and the critique of knowledge: A pragmatic analysis of Cunk on Life (2024)

Retno Wulan, Marsandi Manar, Aji Royan Nugroho, Aryawira Pratama — Sun, 03 May 2026 14:48:52 +0000

Anchored by a theory of nine types of humor systematically proposed by Morrison (2008), this research aimed at analyzing types and functions of humor in a mockumentary series entitled Cunk on Life (2024). This mockumentary depicted humor as not only an entertainment or amusement medium but also social critics to the knowledge, popular culture, and how societies realize the reality. This research employed the qualitative-descriptive approach. The data were obtained through dialogues transcript and context observation of each scene. The findings pointed out that absurd humor, verbal humor, and incongruity humor were dominantly used in Cunk on Life (2024). They all served to highlight ignorance, unawareness, logical contradictions, and the authority of knowledge and the media. In addition, the findings also revealed four main social functions of humor used in this series and elaborated its implication in EFL classroom. This research contributes to the development of pragmatic linguistics and semiotics studies by expanding the application of Morrison's theory to the mockumentary genre, which has rarely been studied academically.

Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya

Integrating content and language in teacher development: CLIL for academic vocabulary growth in Algeria

Humor and the critique of knowledge: A pragmatic analysis of Cunk on Life (2024)