Journal of Immersion and Content-Based Language Education

The Journal of Immersion and Content-Based Language Education (JICB)invites research and theoretical papers related to all levels (from pre-Kindergarten to university) of language education contexts in which language is used as the vehicle to teach subject matter content, including but not limited to: bi- and multilingual education; all forms of language immersion education that strive for additive bilingualism; subject-matter driven minority, heritage, and Indigenous language education; dual language education; content-based language instruction (CBI); content and language integrated learning (CLIL); English-medium instruction (EMI); language across the curriculum; sheltered English as a second language (ESL); language for specific and academic purposes. More details can be found in the general submission guidelines.

JICB editors welcome submissions that report on empirical research and/or offer theoretical discussions, with a preference for innovative submissions that push the field forward and generate new knowledge. The content of the journal is geographically broad and multidisciplinary (e.g., education; applied linguistics; anthropology; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). The JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods, action research).

Peer Review Policy: All articles submitted to this journal undergo rigorous peer review, based on initial editor screening and blind review by at least three anonymous referees.

JICB publishes its articles Online First.

Editorial email address: jicb at ualberta.ca

ISSN 2212-8433 | E-ISSN 2212-8441
DOI: https://doi.org/10.1075/jicb
Sample issue: JICB 5:1
Board
Editors
Laurent Cammarata | University of Alberta
Pádraig Ó Duibhir | Dublin City University
Perspectives on New Research Editors
Christiane Dalton-Puffer | University of Vienna
John Trent | Hong Kong Institute of Education
Book Review Editors
Susan Ballinger | McGill University
David Lasagabaster | University of the Basque Country
Editorial Board
Siv Björklund | Åbo Akademi University
Claudine Brohy | Université de Fribourg
Tara Fortune | University of Minnesota
Tina M. Hickey | University College Dublin
Julia Hüttner | University of Vienna
Ester J. de Jong | University of Florida
Angel M.Y. Lin | Simon Fraser University
Ana Llinares | Universidad Autónoma de Madrid
Yuen Yi Lo | University of Hong Kong
Karita Mård-Miettinen | University of Jyväskylä
Teresa L. McCarty | University of California, Los Angeles
Yolanda Ruiz de Zarobe | University of the Basque Country
Rita Elaine Silver | National Institute of Education, Singapore
Marguerite Ann Snow | California State University, Los Angeles
Diane J. Tedick | University of Minnesota
Enlli Thomas | Bangor University
Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota

Editorial email address: jicb at ualberta.ca

Subscription Info
Current issue: 9:2, available as of July 2021

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 10 (2022): 2 issues; ca. 300 pp. EUR 161.00 EUR 187.00
Volume 9 (2021): 2 issues; ca. 300 pp. EUR 161.00 EUR 187.00

Individuals may apply for a special subscription rate of EUR 70.00 (online‑only: EUR 65.00)
Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.

Available back-volumes

Online-only Print + online
Complete backset
(Vols. 1‒8; 2013‒2020)
16 issues;
2,400 pp.
EUR 1,188.00 EUR 1,329.00
Volume 8 (2020) 2 issues; 300 pp. EUR 161.00 EUR 187.00
Volume 7 (2019) 2 issues; 300 pp. EUR 153.00 EUR 178.00
Volume 6 (2018) 2 issues; 300 pp. EUR 149.00 EUR 173.00
Volume 5 (2017) 2 issues; 300 pp. EUR 145.00 EUR 168.00
Volume 4 (2016) 2 issues; 300 pp. EUR 145.00 EUR 163.00
Volume 3 (2015) 2 issues; 300 pp. EUR 145.00 EUR 158.00
Volume 2 (2014) 2 issues; 300 pp. EUR 145.00 EUR 153.00
Volume 1 (2013) 2 issues; 300 pp. EUR 145.00 EUR 149.00
Issues

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Latest articles

27 August 2021

  • The agency of CLIL primary school teachers in Austria
    Marie-Theres Gruber & Sarah Mercer
  • 27 July 2021

  • Coordinating, communicating, and combining languages in local immersion education policy reform in Finland
    Mari Bergroth
  • 12 July 2021

  • Introduction : Issues and perspectives on student diversity and content-based language education
    Fred Genesee & Diane J. Tedick | JICB 9:2 (2021) pp. 155–163
  • 3 June 2021

  • Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs
    Sabina Rak Neugebauer & Elizabeth R. Howard | JICB 9:2 (2021) pp. 252–278
  • 25 May 2021

  • Partner language development in TWI : Teachers’ beliefs and practices
    Dawn Navejas
  • 6 May 2021

  • Immersion in a minority language : The performance in English reading and mathematics of primary-level students in Irish-medium schools in areas of socioeconomic disadvantage
    Karen Ní Chlochasaigh , Gerry Shiel & Pádraig Ó Duibhir | JICB 9:2 (2021) pp. 279–309
  • 13 April 2021

  • “More languages means more lights in your house” : Illuminating the experiences of newcomer families in French immersion
    Stephen Davis , Susan Ballinger & Mela Sarkar | JICB 9:2 (2021) pp. 336–363
  • Bilingual outcomes for a student with Down Syndrome in French immersion
    Sarah Martin , Christina Hodder , Emily Merritt , Ashley Culliton , Erin Pottie & Elizabeth Kay-Raining Bird | JICB 9:2 (2021) pp. 223–251
  • 8 April 2021

  • Foreign language motivation in primary education students : The effects of additional CLIL and gender
    Francisco Gallardo-del-Puerto & Zeltia Blanco-Suárez | JICB 9:1 (2021) pp. 58–84
  • Sketching a motivational landscape : Motivational variation within bilingual secondary education in the Netherlands
    Tessa Mearns & Nivja de Jong | JICB 9:1 (2021) p. 85
  • 22 February 2021

  • Effects of content-based instruction (CBI) on EFL secondary school learners’ writing : Linguistic and functional aspects
    Noriko Suzuki
  • 5 February 2021

  • The suitability of dual language education for diverse students : An overview of research in Canada and the United States
    Fred Genesee & Kathryn Lindholm-Leary | JICB 9:2 (2021) pp. 164–192
  • 14 January 2021

  • CLIL as a balance for female–male differences? The effect of CLIL on student writing outcomes
    Keith M. Graham , Haemin Kim , Yunkyeong Choi & Zohreh R. Eslami | JICB 9:2 (2021) pp. 310–335
  • 8 January 2021

  • Editorial
    JICB 8:2 (2020) pp. 145–148
  • 3 December 2020

  • Phonological development in Spanish immersion : A comparison of programmatic context
    Mandy R. Menke | JICB 9:1 (2021) pp. 112–144
  • 9 November 2020

  • Access and outcomes of children with special education needs in Early French Immersion
    Elizabeth Kay-Raining Bird , Fred Genesee , Ann Sutton , Xi Chen , Joan Oracheski , Stephanie Pagan , Bonita Squires , Diana Burchell & Tamara Sorenson Duncan | JICB 9:2 (2021) pp. 193–222
  • 3 November 2020

  • Liss Kerstin Sylvén . 2019. Investigating content and language integrated learning. Insights from Swedish high schools
    Reviewed by Dominik Rumlich | JICB 9:1 (2021) pp. 150–154
  • 27 October 2020

  • Are CLIL texts too complicated? A computational analysis of their linguistic characteristics
    Amaia Aguirregoitia Martinez , Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios | JICB 9:1 (2021) p. 4
  • 14 September 2020

  • Kumiko Murata (Ed.). 2019. English-Medium Instruction from an English as a lingua franca perspective
    Reviewed by Samantha M. Curle | JICB 9:1 (2021) pp. 145–149
  • 31 August 2020

  • Building in language support in a Hong Kong CLIL chemistry classroom : An exploratory study
    Michael Kai-yip Tsang | JICB 8:2 (2020) pp. 149–172
  • 20 August 2020

  • Pádraig Ó Duibhir . 2018. Immersion Education. Lessons from a Minority Language Context
    Reviewed by Muiris Ó Laoire | JICB 8:2 (2020) pp. 289–291
  • 10 August 2020

  • A focus on language in the immersion language arts curriculum : Insights from a fourth-grade Portuguese classroom
    Blair Bateman , Michael Child & Eliane Berlendis Bueno | JICB 8:2 (2020) pp. 200–229
  • 8 July 2020

  • Does CLIL promote intercultural sensitivity? A case-study in Belgian CLIL and non-CLIL secondary schools
    Katja Lochtman | JICB 9:1 (2021) pp. 31–57
  • 3 July 2020

  • Ernesto Macaro . 2018. English Medium Instruction
    Reviewed by Patrick Studer | JICB 8:2 (2020) pp. 285–288
  • 14 May 2020

  • EMI lecturers’ practices in correcting English : Resources for language teaching?
    Guzman Mancho-Barés & Marta Aguilar-Pérez | JICB 8:2 (2020) pp. 257–284
  • 1 May 2020

  • Effects of input on L2 writing in English and Dutch : CLIL and non-CLIL learners in French-speaking Belgium
    Luk Van Mensel , Amélie Bulon , Isa Hendrikx , Fanny Meunier & Kristel Van Goethem | JICB 8:2 (2020) pp. 173–199
  • Guidelines

    - General submission guidelines

    - Book review guidelines

    Please register as reviewer on the submission and tracking site of JICB.

    Subjects

    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General