Language use and language learning in CLIL

Cited by 22 other publications

No author info given

2017.  In Language Acquisition in CLIL and Non-CLIL Settings [Studies in Corpus Linguistics, 80],

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.

Bauer-Marschallinger, Silvia, Christiane Dalton-Puffer, Helen Heaney, Lena Katzinger & Ute Smit

2021. CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism ► pp. 1 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.  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.

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

2021. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism ► pp. 1 ff.

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.  In Professional Development of CLIL Teachers, ► pp. 3 ff.

Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung

2018.  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.

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.  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.

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.

This list is based on CrossRef data as of 16 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.