Digital practices in CLIL across Romance- and Germanic-language contexts: a teacher survey with complementary student data

Research on digital practices has grown substantially thanks to recent technological advancements. Using data from the COST Action CA21114 Digital Literacies Teacher Survey (DLTS) and Student Survey (DLSS), where Content and Language Integrated Learning (CLIL) classrooms are focused, this study has a twofold aim: to describe how teachers (from primary to upper-secondary level) in Romance- (Italy and Spain; n = 92) and Germanic- (Austria and Sweden; n = 41) language contexts report integrating digital technology to develop bi/multilingual disciplinary literacies, and to complement their responses with students’ (n = 309 and 219, respectively) corresponding self-reported digital activities. The analysis focuses on three key dimensions of the surveys: frequency and purposes of digital technology use, perceived benefits for disciplinary literacy and bi/multilingual development, and teachers’ knowledge of students’ extramural digital activities. Results showed similar patterns across contexts, with digital technology being widely available but not deeply integrated in teaching, and a gap between teachers’ beliefs and students’ perceptions of its value for CLIL. The pedagogical implications point to a need to align digital practices more closely with disciplinary goals.