Journal of Immersion and Content-Based Language Education
Editors
Book Review Editor
Editorial email address: [email protected]
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 two anonymous referees.
JICB publishes its articles Online First.
Latest articles
17 December 2024
Revising expectations: The effect of different levels of CLIL exposure on young learners’ oral performance
Raúl Azpilicueta-Martínez
Immersion teachers’ perspective on grammar instruction in language immersion in Finland
Eeva-Liisa Nyqvist, Anne-Maj Åberg & Siv Björklund
Emerging issues in content-based minority language immersion education contexts
Laurent Cammarata & Pádraig Ó Duibhir
12 December 2024
Francesca Costa & Cristina Mariotti (editors). 2023. Input in English-Medium Instruction
Reviewed by Simin Zeng
6 December 2024
The readability of books for immersion schools: Understanding the role of text complexity, context and literary aspects
Roswita Dressler, Bernd Nuss & Katherine Mueller
3 December 2024
Ana Otto & Beatriz Cortina Pérez (editors). 2023. Handbook of CLIL in Pre-primary Education
Reviewed by Keiko Tsuchiya
29 November 2024
EFL lexical abilities in pre-primary education: Longitudinal effects of individual differences, quality and quantity of exposure
Marta Segura & Yağmur Elif Met
26 November 2024
Student retention in minority immersion education: What can we learn from parental decisions?
Laurent Cammarata, Pádraig Ó Duibhir & Kristan Marchak
19 November 2024
Demystifying the English bias in science: An exploration of the factors influencing bilinguals’ linguistic choices around STEM subjects in minority language
education
Enlli Môn Thomas, Nia Mererid Parry, Gareth Caulfield & Cadi Gwen Siôn
9 September 2024
Equality of access to minority language assessments and interventions in immersion education: A case study of Irish-medium education
Sinéad Nic Aindriú
6 September 2024
Using a rubric as a mediational tool to assess pre-service immersion teacher development: A case study
Diane J. Tedick & Corinne S. Mathieu
3 September 2024
The effects of instruction on students’ argumentative scientific writing in a Basque medium of instruction
setting
Eneritz Garro Larrañaga, Eneko Antón, Roberto Arias-Hermoso & Unai Carmona
A review of a decade of scaffolding practices for learning in CLIL science classrooms
Nashwa Nashaat-Sobhy, Eva M. Mestre-Mestre & Penny MacDonald
Do Coyle, Oliver Meyer & Sussane Staschen-Dielmann (editors). 2023. A Deeper Learning Companion for CLIL. Putting Pluriliteracies into Practice
Reviewed by Patricia Carabelli | JICB 12:2 (2024) pp. 275–279
María J. de la Fuente (editor). 2022. Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level
Curricula
Reviewed by Araceli Salas | JICB 12:2 (2024) pp. 271–274
29 August 2024
Exploring immersion competencies in secondary education: Transformative professional development for pedagogical integration in Home Economics
Sarah Ní Dhuinnín, TJ Ó Ceallaigh & Sylvaine Ní Aogáin
15 August 2024
Basque-French “Grand Oral” assessment in Basque immersion education: Analysis of high school students’ bilingual strategies
Ibon Manterola & Amaia Rodriguez-Aguirre
21 June 2024
Sociocultural dynamics of learners’ emotions in a Chinese English-medium instruction context
Youzhi Sun | JICB 12:2 (2024) pp. 249–270
17 June 2024
The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency
Takanori Sato | JICB 12:2 (2024) pp. 221–248
11 June 2024
Content and language integrated learning in Kazakhstan: A scoping review
Malik Satayev, Sotiria Varis, Yerkebulan Ashirbayev, Zaure Koshanova & Nuri Balta
19 April 2024
Carol Griffiths. 2023. The Practice of English as a Medium of Instruction (EMI) Around the World
Reviewed by Flor de Lis González-Mujico & Alberto Fernández-Costales | JICB 12:1 (2024) pp. 125–129
8 April 2024
Fluctuating cognitive benefits in children attending early bilingual immersive instruction
Cristina-Anca Barbu, Sophie Gillet & Martine Poncelet | JICB 12:2 (2024) pp. 192–220
14 March 2024
Sílvia Melo-Pfeifer (editor). 2023. Linguistic Landscapes in Language and Teacher Education. Multilingual Teaching and Learning Inside and Beyond the
Classroom
Reviewed by Yanru Xin & Cécile Bullock | JICB 12:1 (2024) pp. 130–133
2 February 2024
A scoping review of the literature on content and language integrated learning assessment
Weijun Liang & Yanjun Wu | JICB 12:1 (2024) pp. 101–124
The impact of adjunct instruction on EFL academic writing at university
Helena Roquet Pugès, Noelia Navarro Gil & Florentina Nicolás-Conesa | JICB 12:2 (2024) pp. 162–191
11 December 2023
Cognitive processes and strategies of bilingual students when attempting assessments in an L2
Xing San Teng, Janet Hsiao & Yuen Yi Lo | JICB 12:2 (2024) pp. 135–161
10 November 2023
Editorial
JICB 11:2 (2023) pp. 145–147
19 October 2023
Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs
Ann Sutton, Fred Genesee, Elizabeth Kay-Raining Bird, Xi Chen, Tamara Sorenson Duncan, Stephanie Pagan & Joan Oracheski | JICB 12:1 (2024) pp. 1–24
5 October 2023
Emma Dafouz & Ute Smit. 2023. Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING
Framework
Reviewed by Rhona P. Lohan | JICB 11:2 (2023) pp. 287–291
15 September 2023
“Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”: Pre-service EFL teachers’ translanguaging beliefs and practices in Thai language-driven CLIL classrooms
Nutthida Tachaiyaphum, Laura Gurney & Nicola Daly | JICB 12:1 (2024) pp. 25–48
David Lasagabaster. 2022. English-Medium Instruction in Higher Education
Reviewed by Tatjana Bacovsky-Novak & Christiane Dalton-Puffer | JICB 11:2 (2023) pp. 283–286
14 September 2023
CLIL teacher beliefs as they emerge working in tandem
Ene Alas, Aleksandra Ljalikova & Merle Jung | JICB 11:2 (2023) pp. 229–254
The communicative CLIL classroom: Insights into heterogenous learners’ spoken communication in English about art in Swiss primary schools
Silvia Frank Schmid | JICB 12:1 (2024) pp. 49–74
12 September 2023
Swedish immersion in Finland and Swedish as a second-language subject in Sweden: Teacher perspectives from two primary schools
Christina Hedman & Ulrika Magnusson | JICB 11:2 (2023) pp. 255–282
24 August 2023
SIOF: Towards a research-based pedagogical tool for language sensitive teaching in secondary CLIL and immersion
settings
Breandán Mac Gearailt, Gerry Mac Ruairc & Clíona Murray | JICB 12:1 (2024) p. 75
25 May 2023
CLIL in Spain and Vietnam: Different contexts, different patterns of corrective feedback
Thuy Nguyen & Ana Llinares | JICB 11:2 (2023) pp. 148–172
10 May 2023
(Re)construction of teacher identities in a soft-CLIL context
Erhan Gülşen & Kenan Dikilitaş | JICB 11:2 (2023) pp. 204–228
26 April 2023
CLIL Implementation in Greece: Empirical Findings from 2006 to 2020
Sotiria Varis | JICB 11:2 (2023) pp. 173–203
20 April 2023
Editorial
JICB 11:1 (2023) pp. 1–3
21 November 2022
Editorial
JICB 10:2 (2022) pp. 147–152
3 November 2022
Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL
Yanming (Amy) Wu & Angel M. Y. Lin | JICB 10:2 (2022) pp. 230–264
1 November 2022
From EFL teacher to CLIL teacher in Estonia: Designing and implementing an in-service CLIL teacher training course for EFL teachers
Nina Raud & Olga Orehhova | JICB 11:1 (2023) pp. 109–136
15 September 2022
Looking back and looking forward: An afterword
Diane J. Tedick | JICB 10:2 (2022) pp. 400–415
8 September 2022
Progress, challenges, and trajectories for indigenous language content-based instruction in the United States and
Canada
William H. Wilson, Ryan DeCaire, Brooke Niiyogaabawiikwe Gonzalez & Teresa L. McCarty | JICB 10:2 (2022) pp. 343–373
30 August 2022
ITE provision in minority language contexts: The case of Wales and Ireland
Enlli M. Thomas & Claire M. Dunne | JICB 10:2 (2022) pp. 374–399
8 August 2022
A language socialisation perspective on Swedish immersion in Finland: Students, teachers, and parents as key actors
Siv Björklund, Karita Mård-Miettinen & Sanna Pakarinen | JICB 10:2 (2022) pp. 323–342
4 July 2022
Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language
integration for assessment in a bilingual education program
Tom Morton | JICB 10:2 (2022) pp. 302–322
27 June 2022
Bee Bond. 2020. Making Language Visible in the University. English for Academic Purposes and Internationalisation
Reviewed by Noelia Ruiz-Madrid | JICB 11:1 (2023) pp. 137–140
24 June 2022
CLIL in the 21st Century: Retrospective and prospective challenges and opportunities
Christiane Dalton-Puffer, Julia Hüttner & Ana Llinares | JICB 10:2 (2022) pp. 182–206
20 June 2022
Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives
Katja Mäntylä, Anssi Roiha & Hannele Dufva | JICB 11:1 (2023) pp. 29–54
10 June 2022
Integration in TWBE: Opportunities, challenges, and possibilities
Ester J. de Jong, Katherine Barko Alva & Tuba Yilmaz | JICB 10:2 (2022) pp. 286–301
31 May 2022
Disciplinary boundary crossings in collaborative CLIL in higher education
Héctor Fabio Bianchá Ramírez, Shamir Shah, Jhonny Segura Antury & Silvia Juliana Castro López | JICB 11:1 (2023) p. 90
19 April 2022
Editorial
JICB 10:1 (2022) pp. 1–4
28 March 2022
Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland
Michael Markey | JICB 10:1 (2022) pp. 33–61
18 March 2022
A continuum of teacher collaboration to enhance the effectiveness of bilingual education programmes
Yuen Yi Lo, Scarlet Poon & Xiaochen Rui | JICB 10:2 (2022) pp. 207–229
2 March 2022
EMI as discursive positioning: Exploring the voices of content subject teachers in Hong Kong
John Trent | JICB 10:2 (2022) pp. 265–285
25 February 2022
The monolingual bias: A critical analysis
Fred Genesee | JICB 10:2 (2022) pp. 153–181
10 December 2021
Student-teacher interaction in CLIL and non-CLIL elementary education: A case study of verbal-pedagogical strategies and participation during read alouds in a Natural Science classroom
Rafael Alejo-González, Manuel Lucero, Mary Schleppegrell & Ana Sánchez | JICB 11:1 (2023) p. 4
16 November 2021
Kim Bower, Do Coyle, Russell Cross & Gary N. Chambers (Eds.). 2020. Curriculum Integrated Language Teaching: CLIL practice
Reviewed by Carmel Mary Coonan | JICB 11:1 (2023) pp. 141–144
9 November 2021
Chan Lü. 2019. Chinese literacy learning in an immersion program
Reviewed by Xi Chen & Michelle R. Y. Huo | JICB 10:1 (2022) pp. 143–145
Diane J. Tedick & Roy Lyster. 2020. Scaffolding Language Development in Immersion and Dual Language Classrooms
Reviewed by Lauren Schellenberg & Caroline Riches | JICB 10:1 (2022) pp. 139–142
1 November 2021
Content and language integrated learning (CLIL) and the linguistic difficulties of Saudi students learning
algebra
Russina A Eltoum | JICB 11:1 (2023) pp. 55–89
27 August 2021
The agency of CLIL primary school teachers in Austria
Marie-Theres Gruber & Sarah Mercer | JICB 10:1 (2022) p. 90
27 July 2021
Coordinating, communicating, and combining languages in local immersion education policy reform in Finland
Mari Bergroth | JICB 10:1 (2022) pp. 113–138
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 | JICB 10:1 (2022) pp. 62–89
11 May 2021
Editorial
JICB 9:1 (2021) pp. 1–3
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 | JICB 10:1 (2022) p. 5
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 (Ed.). 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
31 March 2020
Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral
interaction
Celia Alfonso Pena & Elisabet Pladevall-Ballester | JICB 8:1 (2020) pp. 53–79
Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings: Does input quantity impact range and accuracy?
Amélie Bulon | JICB 8:1 (2020) pp. 107–136
Influences of language input and production on the language skills of Persian-English bilingual immersion preschool children
Bita Payesteh & Lizbeth H. Finestack | JICB 8:1 (2020) p. 80
Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium
instruction
Davinia Sánchez-García | JICB 8:1 (2020) pp. 28–52
The positioning of English-medium of instruction: Winners and losers in “the game of EMI” at two Russian universities
John Trent | JICB 8:1 (2020) p. 5
Teresa L. McCarty, Sheilah E. Nicholas & Gillian Wigglesworth (Eds.). 2019. A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation
Reviewed by Belinda Daniels & Andrea Sterzuk | JICB 8:1 (2020) pp. 141–144
Ko-Yin Sung & Hsiao-Mei Tsai. 2019. Mandarin Chinese Dual Language Immersion Programs
Reviewed by Sunny Man Chu Lau & Zhongfeng Tian | JICB 8:1 (2020) pp. 137–140
Editorial
JICB 8:1 (2020) pp. 1–4
20 March 2020
Repeated readings and Chinese immersion students’ reading fluency, comprehension and character
recognition
Ellen Knell & Shin Chi Fame Kao | JICB 8:2 (2020) pp. 230–256
25 September 2019
The role of language in scaffolding content & language integration in CLIL science classrooms
Kok-Sing Tang | JICB 7:2 (2019) pp. 315–328
Language focused episodes by monolingual teachers in English Medium Instruction science lessons
Jiangshan An, Ernesto Macaro & Ann Childs | JICB 7:2 (2019) pp. 166–191
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”
Peichang He & Angel M. Y. Lin | JICB 7:2 (2019) pp. 261–288
Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept
sketches
Caroline Ho, June Kwai Yeok Wong & Natasha Anne Rappa | JICB 7:2 (2019) pp. 233–260
Teaching, learning and scaffolding in CLIL science classrooms
Yuen Yi Lo & Angel M. Y. Lin | JICB 7:2 (2019) pp. 151–165
Scaffolding for cognitive and linguistic challenges in CLIL science assessments
Yuen Yi Lo, Wai-mei Lui & Mona Wong | JICB 7:2 (2019) pp. 289–314
The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of content
Marianne Turner | JICB 7:2 (2019) pp. 192–211
Teacher language awareness and scaffolded interaction in CLIL science classrooms
Daozhi Xu & Gary James Harfitt | JICB 7:2 (2019) pp. 212–232
28 February 2019
Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history education
Christiane Dalton-Puffer & Silvia Bauer-Marschallinger | JICB 7:1 (2019) pp. 30–60
Crossing over: Professional development opportunities with preservice teachers and public school students in dual-language
classrooms
Anita Hernández, Sylvia Bonscher, Patricia Recio, Johanna Esquivel & Melissa Hererra | JICB 7:1 (2019) p. 88
The intersection of language ideologies and language awareness among in-service teachers of emergent
bilinguals
Kristen Lindahl & Kathryn I. Henderson | JICB 7:1 (2019) pp. 61–87
EMI teacher and student identities and linguistic practices: Tracing classroom tensions in a teacher development process
Joan Catherine Ploettner | JICB 7:1 (2019) pp. 115–141
Capturing technical terms in spoken CLIL: A holistic model for identifying subject-specific vocabulary
Angelika Rieder-Bünemann, Julia Hüttner & Ute Smit | JICB 7:1 (2019) p. 4
BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer & Åsa Wedin (Eds.). 2017. New Perspectives on Translanguaging and Education
Reviewed by Kevin S. Carroll | JICB 7:1 (2019) pp. 146–149
Ana Llinares & Tom Morton (Eds.). 2017. Applied Linguistics Perspectives on CLIL
Reviewed by Francisco Lorenzo | JICB 7:1 (2019) pp. 142–145
Editorial
JICB 7:1 (2019) pp. 1–3
23 October 2018
The Common European Framework of Reference (CEFR) in French immersion teacher education: A focus on the language portfolio
Stephanie Arnott & Marie-Josée Vignola | JICB 6:2 (2018) pp. 321–345
In search of immersion teacher educators’ knowledge base: Exploring their readiness to foster an integrated approach to teaching
Laurent Cammarata & Martine Cavanagh | JICB 6:2 (2018) pp. 189–217
Becoming a “language-aware” content
teacher: Content and language integrated learning (CLIL) teacher professional
development as a collaborative, dynamic, and dialogic process
Peichang He & Angel M. Y. Lin | JICB 6:2 (2018) pp. 162–188
Unpacking dimensions of immersion teacher educator identity
Aisling Leavy, Mairéad Hourigan & T. J. Ó Ceallaigh | JICB 6:2 (2018) pp. 218–243
Teacher adaptations to support students with special education needs in French immersion: An observational study
Callie Mady | JICB 6:2 (2018) pp. 244–268
“It was two hours […] the same old thing and nothing came of it”: Continuing professional development among teachers in Gaeltacht post-primary schools
Laoise Ní Thuairisg | JICB 6:2 (2018) pp. 295–320
Teacher perceptions of immersion professional development experiences emphasizing language-focused content
instruction
Diane J. Tedick & Caleb Zilmer | JICB 6:2 (2018) pp. 269–294
Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
Laurent Cammarata & T. J. Ó Ceallaigh | JICB 6:2 (2018) pp. 153–161
26 January 2018
Assessment for learning in the CLIL classroom
Rachel Basse | JICB 6:1 (2018) pp. 113–137
CLIL at the linguistic interfaces
M. Juncal Gutiérrez-Mangado & María Martínez-Adrián | JICB 6:1 (2018) p. 85
Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context
Dina Lialikhova | JICB 6:1 (2018) pp. 27–56
Bucking the trend? Motivational differences between boys and girls who opt in or out of
bilingual education
Tessa Mearns & Rick de Graaff | JICB 6:1 (2018) pp. 1–26
Definiteness in written Swedish by Finnish-speaking immersion pupils
at the end of immersion: A comparison with non-immersion pupils
Eeva-Liisa Nyqvist | JICB 6:1 (2018) pp. 57–84
Commentary on Basse dissertation summary
Do Coyle | JICB 6:1 (2018) pp. 138–143
A note of thanks to our reviewers: Go raibh maith agat, Takk skal du ha, Tack, Merci, Gracias, Kiitos, Vielen Dank, 谢谢, Tak, Dank je, Grazie, ありがとう, Thank You!
JICB 6:1 (2018) p. viii
Tarja Nikula, Emma Dafouz, Pat Moore & Ute Smit (Eds.). 2016.
Conceptualising Integration in CLIL and Multilingual Education
Reviewed by Smadar Donitsa-Schmidt | JICB 6:1 (2018) pp. 145–148
Slobodanka Dimova, Anna Kristina Hultgren & Christian Jensen (Eds.). 2015. English-Medium Instruction in European Higher Education
Reviewed by Robert Wilkinson | JICB 6:1 (2018) pp. 149–152
Editorial
JICB 6:1 (2018) pp. v–vii
6 November 2017
Commentary on Le Bouthillier Dissertation Summary
Rachel Whittaker | JICB 5:2 (2017) pp. 291–296
Bridging academic and everyday language: Multilingual students’ meaning-making in a lesson about Buddhism
Monica Axelsson & Anna Slotte | JICB 5:2 (2017) pp. 157–186
A survey of English-medium instruction in Italian higher education: An updated perspective from 2012 to 2015
Susanna Broggini & Francesca Costa | JICB 5:2 (2017) pp. 238–264
Teaching CLIL? Yes, but with a pinch of SALT
Erwin Maria Gierlinger | JICB 5:2 (2017) pp. 187–213
English first: Policy and practice in a Swedish EMI primary class
Jeanette Toth | JICB 5:2 (2017) pp. 214–237
Roy Lyster. 2016. Vers une approche intégrée en immersion
Reviewed by Laurent Cammarata | JICB 5:2 (2017) pp. 297–299
Ofelia García, Susana Ibarra & Kate Seltzer. 2016. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning
Reviewed by Kathryn I. Henderson | JICB 5:2 (2017) pp. 300–303
A sociocognitive model of interventions for writing instruction
Josée Le Bouthillier | JICB 5:2 (2017) pp. 265–290
Editorial
JICB 5:2 (2017) pp. 149–150
Farewell from Siv Björklund, Founding Co-Editor
JICB 5:2 (2017) pp. 151–156
20 April 2017
Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education
Susan Ballinger, Roy Lyster, Andrea Sterzuk & Fred Genesee | JICB 5:1 (2017) pp. 30–57
A sneak peek at training English-medium instructors in China: University instructors’ perspectives on training programs in English-speaking countries
Rui Cheng | JICB 5:1 (2017) p. 87
Integrating content and foreign language learning: What do CLIL students believe?
David Lasagabaster | JICB 5:1 (2017) p. 4
Commentary on Rumlich dissertation summary
David Lasagabaster | JICB 5:1 (2017) pp. 135–139
Balancing content and language in CLIL: The experiences of teachers and learners
Tadhg O Ceallaigh, Siobhán Ní Mhurchú & Déirdre Ní Chróinín | JICB 5:1 (2017) pp. 58–86
CLIL theory and empirical reality – Two sides of the same coin? A quantitative-longitudinal evaluation of general EFL proficiency and affective-motivational dispositions in CLIL students at German secondary schools
Dominik Rumlich | JICB 5:1 (2017) pp. 110–134
Editorial
Diane J. Tedick & Siv Björklund | JICB 5:1 (2017) pp. 1–3
Phil Ball, Keith Kelly & John Clegg. (2015) Putting CLIL into Practice
Reviewed by Erwin M. Gierlinger | JICB 5:1 (2017) pp. 140–143
Tina Hickey & Anne-Marie de Mejía. (2015) Immersion Education in the Early Years
Reviewed by Joanna McPake | JICB 5:1 (2017) pp. 144–148
16 September 2016
Editorial
JICB 4:2 (2016) pp. 141–143
Academic achievement and language proficiency in early total Mandarin immersion education
Tara Fortune & Wei Song | JICB 4:2 (2016) pp. 168–197
Commentary on Young Dissertation Summary
Tom Morton | JICB 4:2 (2016) pp. 274–278
Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction
Tom Morton | JICB 4:2 (2016) pp. 144–167
Pragmatic functions of formulaic speech in three different languages: A focus on early L3 learners of English
María-Pilar Safont Jordà & Laura Portolés Falomir | JICB 4:2 (2016) pp. 225–250
Primary school minority and majority language children in a partial immersion program: The development of German and English reading skills
Anja Steinlen | JICB 4:2 (2016) pp. 198–224
Facilitating functional complexity: Differentiated linguistic scaffolding in two-way Spanish-English immersion
Amy I. Young | JICB 4:2 (2016) pp. 251–273
Susana Nicolás Román & Juan José Torres Núñez (Eds.). 2015. Drama and CLIL, Linguistic Insights 194
Reviewed by Ruth Breeze | JICB 4:2 (2016) pp. 282–284
Kate Mastruserio Reynolds. 2015. Approaches to Inclusive English Classrooms: A Teacher’s Handbook for Content-Based Instruction
Reviewed by Marguerite Ann Snow | JICB 4:2 (2016) pp. 279–281
11 March 2016
Reforming the national core curriculum for bilingual education in Finland
Mari Bergroth | JICB 4:1 (2016) p. 86
English-medium instruction in Sweden: Perspectives and practices in two upper secondary schools
BethAnne Yoxsimer Paulsrud | JICB 4:1 (2016) pp. 108–128
Commentary on Yoxsimer Paulsrud dissertation summary
Yolanda Ruiz de Zarobe | JICB 4:1 (2016) pp. 129–133
Early years immersion: Learning from children’s playroom experiences
Christine Stephen, Joanna McPake, Irene Pollock & Wilson McLeod | JICB 4:1 (2016) pp. 59–85
Using a national dataset to explore sub-groups in Irish immersion education
Kait Strickland & Tina M. Hickey | JICB 4:1 (2016) pp. 3–32
An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes
Pádraig Ó Duibhir, Aisling Ní Dhiorbháin & Jude Cosgrove | JICB 4:1 (2016) pp. 33–58
Francesca Costa | JICB 4:1 (2016) pp. 134–136
Víctor Pavón | JICB 4:1 (2016) pp. 137–140
Editorial
Diane J. Tedick & Siv Björklund | JICB 4:1 (2016) pp. 1–2
Issues
Online-first articlesVolume 12 (2024)
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Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General