Part of
Language Use and Language Learning in CLIL ClassroomsEdited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 279–292
Edited by Christiane Dalton-Puffer, Tarja Nikula and Ute Smit
[AILA Applied Linguistics Series 7] 2010
► pp. 279–292
Language use and language learning in CLIL
Current findings and contentious issues
Cited by
Cited by 29 other publications
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. 
Andryukhina, T. V.
2023. Cognitive research in pedagogy: conceptual metaphor in CLIL-economics. Linguistics & Polyglot Studies 9:2 ► pp. 103 ff.
Ballinger, Susan
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 539 ff.
Bauer-Marschallinger, Silvia, Christiane Dalton-Puffer, Helen Heaney, Lena Katzinger & Ute Smit
2023. CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism 26:9 ► pp. 1050 ff.
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.
Cenoz, Jasone & Durk Gorter
2015. Minority Languages, State Languages, and English in European Education. In The Handbook of Bilingual and Multilingual Education, ► pp. 473 ff.
Collins, Laura & Carmen Muñoz
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1 ► pp. 133 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
Gallardo del Puerto, Francisco & María Martínez Adrián
2015. The use of oral presentations in Higher Education: CLIL vs. English as a foreign language. Pulso. Revista de educación :38 ► pp. 73 ff.
Hu, Guangwei & Jun Lei
2014. English-medium instruction in Chinese higher education: a case study. Higher Education 67:5 ► pp. 551 ff.
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.
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.
Llinares, Ana
2023. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism 26:5 ► pp. 658 ff.
Llinares, Ana & Russell Cross
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.
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.
Lo, Yuen Yi
2020. Introduction. In Professional Development of CLIL Teachers, ► pp. 3 ff.
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
2018. Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach. In Global Developments in Literacy Research for Science Education, ► pp. 79 ff.
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.
Martínez-León, Natalia
2023. Constructing Pre-primary CLIL in Mexico. Policy Analysis and Teachers’ Perspectives. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ], ► pp. 263 ff.
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.
Muñoz, Carmen
2015. Time and Timing in CLIL: A Comparative Approach to Language Gains. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 87 ff.
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.
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.
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.
Rieder-Bünemann, Angelika, Julia Hüttner & Ute Smit
2022. ‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism 25:9 ► pp. 3184 ff.
Ruiz de Zarobe, Yolanda
2015. The Effects of Implementing CLIL in Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 51 ff.
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.
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