This study is embedded in the growing movement of content and language integrated learning (CLIL) across Europe, set out in the CLIL/EMILE European Dimension Actions, Trends and Foresight Potential Report (Marsh, 2002). As more countries teach elements of the curriculum through the medium of another language, the call for an evidence base concerning learner gains and effective CLIL pedagogies is growing. This paper investigates processes through which teacher-learner researchers interpret ‘innovative learning experiences’ in CLIL as a catalyst for reflection, self-agency and shared understandings about learning. These processes are organic and grow from classroom evidence ‘owned’ by teachers and their learners in which learners articulate their understanding of effective learning and teachers articulate their Theories of Practice (Van Lier, 1996). These processes operate across levels (eg primary and secondary) and cultures (eg subject cultures and intercultural learning cultures). Two networks of teachers are linked in this study - a network of CLIL teachers in the UK and a similar group in Spain. Participant schools use a concentric model of enquiry which simultaneously researches participatory class-based research by teachers and learners, at the same time as ‘outsider’ research which investigates the potential of the enquiry for wider dissemination including conditions for developing organic and complex learning communities. The research questions at classroom level and agreed by learners and teachers are: • When does learning take place? • How or why does learning happen? • What are the implications? Building on the work of Mercer et al (2007) and Wells (1999), the teacher-learner researchers, engage in class-based enquiry through the LOCIT process (lesson observation and critical incident technique) (Coyle, 2006; Wiesemes & Coyle, 2009; Kerry, 2005). LOCIT is a dialogic mediating tool which enables both teachers and learners to capture 'learning moments' to understand better the nature of learning in their classrooms. The focus of the overarching research is twofold: at the micro level, to investigate how a catalyst – the LOCIT process - can support teacher-learner ‘owned’ class-based enquiry; at the macro level, to explore how an understanding of the potential of the processes and outcomes can be more rigorously developed and shared across a wider context. Activity Theory (Engeström, 2005) is used as an organisational framework for the research design and analysis, building on the notion that transforming the object of an activity into outcomes further motivates its existence.

The class-based research involving LOCIT focussed on critical incidents in classroom learning as indentified independently by teachers and their learners. A critical incident is defined as the identification of and justification for any kind of ‘learning moment’. Teachers and small groups of learners analyse recorded lessons before comparing video clips by reasoning and justifying their choices ie adding user descriptors. This process acts as a prompt for a deep level of reflection and discussion about when, how and why learning takes place backed up by participant evidence (ie clips of ‘learning moments’). Teachers and learners share their findings across schools and across cultures. Data collected includes teacher and learner critical incidents, transcribed learner discussions during the editing and selection process, and a transcription of teacher-learners reflective learning conversations. Discussions between CLIL teachers in different contexts are also transcribed to provide a forum for professional learning between schools and between networks.

The findings of the research indicate that learners and teachers in different contexts find LOCIT a motivating tool for sharing practice across age, level and cultural differences. The evidence base of video clips and user-descriptors is a powerful means of articulating ‘lived-through’ pedagogies by those involved. It was found that teachers in very different learning contexts could explore their Theories of practice which were 'endorsed' by learner evidence.However, the nature of the evidence means that it is ‘owned’ by and used by participants. Further work is needed to investigate ways in which its potential might be used to inform wider professional agendas. Such developments have ethical and technological as well as pedagogical implications.