Article published in:
Language Use and Language Learning in CLIL Classrooms
Edited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 169190
Cited by

Cited by 21 other publications

No author info given
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Aguilar, Marta & Carmen Muñoz
2014. The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics 24:1  pp. 1 ff. Crossref logo
Azkarai, Agurtzane & Ainara Imaz Agirre
2016. Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings. TESOL Quarterly 50:4  pp. 844 ff. Crossref logo
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31  pp. 182 ff. Crossref logo
Dalton-Puffer, Christiane
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 167 ff. Crossref logo
Dalton-Puffer, Christiane & Tarja Nikula
2015. Guest Editorial. The Language Learning Journal 43:3  pp. 235 ff. Crossref logo
Hendrikx, Isa & Kristel Van Goethem
2020. Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Hendrikx, Isa, Kristel Van Goethem & Stefanie Wulff
2019. Intensifying constructions in French-speaking L2 learners of English and Dutch. International Journal of Learner Corpus Research 5:1  pp. 63 ff. Crossref logo
Li, Dongying & Lian Zhang
2020. Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research  pp. 136216882090334 ff. Crossref logo
Montaner-Villalba, Salvador
2021. Content and language integrated learning (CLIL): an effective methodological approach to teach foreign languages in mainstream education. International Journal of Bilingual Education and Bilingualism 24:4  pp. 595 ff. Crossref logo
Möller, Verena
2020. From pedagogical input to learner output. Pedagogical Linguistics 1:2  pp. 95 ff. Crossref logo
Pladevall-Ballester, Elisabet
2015. Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations. International Journal of Bilingual Education and Bilingualism 18:1  pp. 45 ff. Crossref logo
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2012. CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism 15:3  pp. 315 ff. Crossref logo
Roquet, Helena, Jaume Llopis & Carmen Pérez-Vidal
2016. Does gender have an impact on the potential benefits learners may achieve in two contexts compared: formal instruction and formal instruction + content and language integrated learning?. International Journal of Bilingual Education and Bilingualism 19:4  pp. 370 ff. Crossref logo
Roquet, Helena & Carmen Pérez-Vidal
2015. Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing. Applied Linguistics  pp. amv050 ff. Crossref logo
Schmidt-Unterberger, Barbara
2018. The English-medium paradigm: a conceptualisation of English-medium teaching in higher education. International Journal of Bilingual Education and Bilingualism 21:5  pp. 527 ff. Crossref logo
Tragant, Elsa, Anna Marsol, Raquel Serrano & Àngels Llanes
2016. Vocabulary learning at primary school: a comparison of EFL and CLIL. International Journal of Bilingual Education and Bilingualism 19:5  pp. 579 ff. Crossref logo
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2020. Effects of input on L2 writing in English and Dutch. Journal of Immersion and Content-Based Language Education 8:2  pp. 173 ff. Crossref logo
Vidal, Karina & Scott Jarvis
2020. Effects of English-medium instruction on Spanish students’ proficiency and lexical diversity in English. Language Teaching Research 24:5  pp. 568 ff. Crossref logo
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2020.  In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 309 ff. Crossref logo

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