Professor DO COYLE

Professor DO COYLE
B.Ed (University of Nottingham); M.Ed (distinction) (University of Leicester); PhD (University of Nottingham); Chevalier dans l'Ordre des Palmes Academiques (awarded by the French Government for services to Teacher Education, 1998); Lord Dearing Teaching Award ( for outstanding contributions to Teaching and Learning, University of Nottingham, 2002)

Personal Professor

Professor DO COYLE
Professor DO COYLE

Contact Details

work +44 (0)1224 274692
The University of Aberdeen Room 432
School of Education
University of Aberdeen
MacRobert Building
4th Floor
King's College
AB24 5UA

Tel no: 01224 274692

Web Profile

Latest book review:¤tSubjectID=2558846 

CLIL International  Levi Think Tank 2009 - CLIL Cascade Network

CLIL interview Granada

The PICTAL Research Group, School of Education

The LOCIT Process Research Website

Post Graduate Qualifications in Plurilingual Education [PG Cert.;PG Dip.; MEd] (Programme Information)


I have been Professor of Learning Innovation at the University of Aberdeen since  2008. My goal is to bring together research, scholarship, teaching and learning involving  technology-enhanced/enabled learning in formal contexts with a focus on social and linguistic capital. My specific research interests lie in plurilingual learning and cross-disciplinary networks, as well as professional learning in schools,  visual learning (including the role of video conferencing and digital communication) and community sustainability through technological advancement.  Before moving to Scotland, I was  associate professor  of education and co-director of the  University of Nottingham's CETL Visual Learning Lab as well as member of the Learning Sciences Research Institute.  Ever since the 1970s, I have been fascinated by classrooms pedagogies and ways  to inspire learners in settings where the medium of instruction is not their first language.  This has led me to want more young people to be empowered by extending their  linguistic and intercultural skills through interactive and dialogic opportunities provided by their classroom learning. I am driven to furthering pedagogies and professional learning rooted in teacher-learner class-based inquiry.  In 1998, I was honoured by the French government for services to teacher education as Chevalier dans l'ordre des Palmes Académiques for involvement in a  Franco-British collaborative initial teacher education programme.

I am involved in a wide range of European initiatives and have published extensively in the field of Content and Language Integrated Learning (CLIL), including the 4Cs conceptual framework and the English national guidelines for CLIL. Other publications focus on transforming pedagogies in the field of modern language education, bilingual education and teacher education, especially in technology-enhanced environments. My work has enabled me to co-research with bilingual and CLIL teachers and learners across the world. I sit on advisory panels at local, regional, national and international levels and am a regular keynote speaker at international conferences. My  recent publications include the widely acclaimed  book on Content and Language Integrated Learning published by Cambridge University Press (Coyle, Hood and Marsh 2010).

 My current research  involves teacher-learner networks for analysing effective CLIL practice using digital tools and virtual spaces, as well as carrying out collaborative research in Austria and Italy to investigate pluriliteracies in CLIL settings. I  have several funded research projects which include investigating motivation and achievement in CLIL classrooms in the UK (Esmée Fairbairn Foundation), creating innovative distributed professional learning communities connected through practice-based evidence of effective learning (Scottish Government); and investigating sustainable rural communities through transforming natural resources into business opportunities (LEADER).

Whilst at the University of Aberdeen, I have led the university's e-learning strategy and e-research strategy and currently direct the CASS Connected Communities Cross-Disciplinary Research network. I have set up the new MEd in Plurilingual Education and  currently supervise nine doctoral students in the field of teacher professional learning, CLIL, modern language classrooms and new technologies.


Research Interests

Member of PICTAL Research Group (School of Education); Co-ordinator of CASS Connected Communities Research network; member of European CCN and the European CLIL Consortium. Also a member of the IPOLLS (International Project on Language Learnng Strategies)

Classroom Interaction/Language as a Learning Tool in L2. The LOCIT process (Lesson Observation and Critical Incident Technique) as a process which invoves teachers and learners as co-researchers and enables learners to analyse classroom lessons for learning episodes then compare, discuss and reflect upon them with their teacher and peers. A virtual space and digital tool has been developed to encourage practice-based evidence to be shared across professional learning networks 

PluriLingual Learning: Developng a conceptual framework for teaching and learning in classrooms (the 4Cs Conceptual Framework); CLIL pedagogies - principles & practice 

Strategic Classrooms: interaction and talk for learning, including subject discourses and pedagogic discourses.

Professional Learning Networks:  supporting professionals in articulating theories of practice (see above LOCIT processes)

Community Cohesion: rural sustainability through transforming resources into business opportunities, Connected Communities

Innovative Technologies to support learning including Borderless Classrooms and Teaching and Learning Observatories and especially visual technologies.

Current Research

Current/recent  research:

ITALIC (Interacting for Teaching And Learning In CLIL) Funded by Esmee Fairbairn

ISCAPE (tansforming rural communities) funded by LEADER and HIE

Professional Learning Networks (Scottish Government)

CLIL teachers articulating Theories of Practice

Research during the last ten years has led to publications on a range of themes including:

Modern language classroom pedagogies; Content and Language Integrated Learning (the 4Cs Conceptual Framework); strategic classrooms (interaction and talk for learning); intercultural learning; classroom discourses; technology enhanced learning.

Selected Peer-reviewed Publications from 2000 onwards

Coyle, D. (2011) Post-method pedagogies: Using a second or other language as a learning tool in CLIL settings in Zarobe, Y (Ed) Bern: Peter Lang

Coyle, D., Hood, P., Marsh, D. (2010) Content and Language Integrated Learning Cambridge: Cambridge University Press

Coyle, D (2010) Chapter 3, Language Pedagogies Revisited: alternative approaches for integrating language learning, language using and intercultural understanding in Miller, J., Kostogriz, A and Gearon, M (eds) Culturally and Linguistically Diverse Classrooms: New Dilemmas for Teachers Ontario: Multilingual Matters

Coyle, D. (2009) Promoting cultural diversity through intercultural understanding: A case study of CLIL professional development at in-service and pre-service levels in Carrio-Pastor (Ed) Linguistic Insights: Studies in Language and Communication Number 92,Bern: Peter Lang pp 105-124

Coyle, D., Holmes, B., King, L. (2009)  National Guidelines for CLIL DCSF (Languages Company)

Coyle, D (2008) CLIL- a pedagogical approach from the European perspective. In N. Van Deusen-Sholl and N.H. Hornberger (eds) Encyclopedia of Language and Education. Second and Foreign Language Education, 2nd edition, Volume 4 (pp 97-111). New York: Springer Science and Business Media LLC

Coyle, D. (2007) Content and Language Integrated Learning: towards a connected research agenda for CLIL pedagogies in International Journal of Bilingual Education and Bilingualism vol 10 (5)

Coyle, D. (2007)Strategic Classrooms: learning communities which nurture the development of learners strategies in Language Learning Journal, 35(1),67-79       

Coyle, D; Osamu and White, C. (2007) Contexts for developing strategies in Cohen,  A and Macaro, E (eds) Language Learner Strategies: 30  Years of Research and  Practice. Oxford University Press

Coyle, D. (2007) Content and Language Integrated LearningChapter in Volume 4  Encyclopaedia for Language Learning. Springer-Verlag Berlin, Germany

Coyle, D. (2007) The CLIL quality challenge in Marsh, D., Wolff, D. eds Diverse contexts- converging goals Lang: Germany

Coyle, D. (2006)  Developing CLIL: Towards a Theory of PracticeinMonograph 6  APAC Barcelona

Coyle, D. (2006) Motivation and CLIL Scottish Centre for Language Teaching and Research CILT

Coyle, D. (2005) The Teaching Observatory: exploring zones of interactivity in Holmberg, G.; Shelley, M.; White, C.; (eds) Languages and Distance Education: Evolution and Change, Clevedon: MultiLingual Matters

Coyle, D. (2005) CLIL Activity in the UK in Krechel, H (ed) Mehrsprachiger Fachunterricht in Ländern Europas Tubingen: Gunter Narr Verlag pp79-88 ISBN  38233-6172-4

Coyle, D. (2004) Redefining Classroom Boundaries:  Learning to Teach Using New Technologies in Canadian Journal of Educational Administration & Policy Issue 32  

Coyle, D. (2004)  La Contribution d' Emile au plurilinguisme en Europe ou comment transformer des problèmes langagiers en potentiel langagier, in Melanges, Centre de Recherches et d'Applications pedagogiques en Langues, 27

Coyle, D. (2002)  Relevance of CLIL to the European Commission Language Learning Objectives in Marsh,D (ed) CLIL/EMILE European Dimension: Actions, Trends and    Foresight Potential. European Commission, Public Services Contract DG 3406/001-  001

Coyle, D. (2002) Chapter 3, Against All Odds:  Lessons from Content & Language Integrated Learning in English Secondary Schools, in Daniel, W.C.; Jones, G.M (eds) Education & Society in Plurilingual Contexts Brussels: VUB Brussels University Press

Joyes, G.; Fisher, T.; Coyle, D. (2002) Developments in generative learning using a collaborative learning environment, in Banks, S.; Goodyear, P.; Hodgson, V. &    McConnell, D.; Proceedings of the Third Networked Learning International Conference 2002, Lancaster and Sheffield University

Joyes, G.; Fisher, T.; Coyle, D. ( 2002) On-line distance education:  Supporting independent learning for the EdD in Teacher Education, ESCalate LTSN,

Coyle, D.  (2000) Changing the rules of the game: adolescent voices speak out- if only they would if only they could in Sinclair, B et al (eds) in Learner Autonomy Teacher Autonomy Addison Longman

Coyle, D. (2000) Chapter 9, Meeting the Challenge: The 3Cs Curriculum in Green, S (ed) A New Perspectives on Teaching and Learning Modern Languages Clevedon: Multilingual Matters

Coyle, D. (2000) Chapter 17, Raising the Profile and Prestige of Modern Foreign Languages in the whole school curriculum in Field, K (ed) Issues in Modern Language Teaching. London: Routledge/Falmer

Coyle, D. (2000) Chapter Towards a Re-conceptualisation of the Modern Languages Curriculum in Swarbrick, A (ed) Teaching Modern Foreign Languages in Secondary Schools: A Reader Buckingham: Open University Press

Coyle, D. (2000) Apprentissage d'une discipline non-linguistique et d'une langue : une approche integrée et des orientations pour demain in Le Français dans le Monde juillet 2000






Teaching Responsibilities

Programme co-ordinator for MEd in Plurilingual Education (linked to MEd in Advanced Professional Studies)

PhD supervision (currently 10 students) across the fields of Teacher Education and Professional Learning, CLIL, Classroom Discourse, Learner Strategies, Plurilingual Education, Technology-enhanced Learning.

Two European Doctoral students (University of Milan, University of the Basque Country/Vittoria)

EdD in Professional Learning



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