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. 279292
Cited by

Cited by 21 other publications

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Aguirregoitia Martinez, Amaia, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios
2021. Are CLIL texts too complicated?. Journal of Immersion and Content-Based Language Education 9:1  pp. 4 ff. Crossref logo
Cenoz, Jasone
2015. Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1  pp. 8 ff. Crossref logo
Cenoz, Jasone & Durk Gorter
2015.  In The Handbook of Bilingual and Multilingual Education,  pp. 473 ff. Crossref logo
Collins, Laura & Carmen Muñoz
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1  pp. 133 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
Hu, Guangwei & Jun Lei
2014. English-medium instruction in Chinese higher education: a case study. Higher Education 67:5  pp. 551 ff. Crossref logo
Hüttner, Julia & Ute Smit
2018. Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21:3  pp. 287 ff. Crossref logo
Jaidev, Radhika & Peggie Chan
2018. Embedding communication in the disciplines: a tale of two faculties. Innovation in Language Learning and Teaching 12:3  pp. 199 ff. Crossref logo
Llinares, Ana
2021. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Llinares, Ana & Irene Pascual Peña
2015. A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education 29:1  pp. 15 ff. Crossref logo
Lo, Yuen Yi
2015. How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism 18:3  pp. 270 ff. Crossref logo
Lo, Yuen Yi
2020.  In Professional Development of CLIL Teachers,  pp. 3 ff. Crossref logo
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
2018.  In Global Developments in Literacy Research for Science Education,  pp. 79 ff. Crossref logo
Martínez-Agudo, Juan de Dios
2019. To what extent can CLIL learners’ oral competence outcomes be explained by contextual differences? Updated empirical evidence from Spain. Southern African Linguistics and Applied Language Studies 37:1  pp. 27 ff. Crossref logo
Merino, Jon Ander & David Lasagabaster
2018. The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28:1  pp. 18 ff. Crossref logo
Muñoz, Carmen
2015.  In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23],  pp. 87 ff. Crossref logo
O Ceallaigh, Tadhg, Siobhán Ní Mhurchú & Déirdre Ní Chróinín
2017. Balancing content and language in CLIL. Journal of Immersion and Content-Based Language Education 5:1  pp. 58 ff. Crossref logo
Pérez-Cañado, María Luisa
2012. CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism 15:3  pp. 315 ff. Crossref logo
Rieder-Bünemann, Angelika, Julia Hüttner & Ute Smit
2019. Capturing technical terms in spoken CLIL. Journal of Immersion and Content-Based Language Education 7:1  pp. 4 ff. Crossref logo
Yang, Wenhsien
2015. Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism 18:4  pp. 361 ff. Crossref logo

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