Journal of Immersion and Content-Based Language Education

Editors
ORCID logoSusan Ballinger | McGill University
ORCID logoAna Llinares | Universidad Autónoma de Madrid
ORCID logoYuen Yi Lo | University of Hong Kong
Book Review Editor
ORCID logoDarío Luis Banegas | University of Edinburgh

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.

Browse journal on John Benjamins e-Platform
ISSN: 2212-8433 | E-ISSN: 2212-8441
DOI logo
https://doi.org/10.1075/jicb
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
    • IssuesOnline-first articles

    Volume 12 (2024)

    Issue 2
    Issue 1

    Volume 11 (2023)

    Issue 2
    Issue 1

    Volume 10 (2022)

    Issue 2
    10th Anniversary Celebration
    Issue 1

    Volume 9 (2021)

    Issue 2
    Issues and Perspectives on Student Diversity and Content-Based Language Education
    Issue 1

    Volume 8 (2020)

    Issue 2
    Issue 1

    Volume 7 (2019)

    Issue 2
    Teaching, Learning and Scaffolding in CLIL Science Classrooms
    Issue 1

    Volume 6 (2018)

    Issue 2
    Teacher education and professional development for immersion and content-based instruction: Research on programs, practices, and teacher educators
    Issue 1

    Volume 5 (2017)

    Issue 2
    Issue 1

    Volume 4 (2016)

    Issue 2
    Issue 1

    Volume 3 (2015)

    Issue 2
    Issue 1

    Volume 2 (2014)

    Issue 2
    Language Immersion Education: A research agenda for 2015 and beyond
    Issue 1

    Volume 1 (2013)

    Issue 2
    Issue 1
    Board
    Editorial Board
    ORCID logoSiv Björklund | Åbo Akademi University
    Claudine Brohy | Université de Fribourg
    ORCID logoLaurent Cammarata | University of Alberta
    ORCID logoRussell Cross | University of Melbourne
    ORCID logoChristiane Dalton-Puffer | University of Vienna
    ORCID logoMaría Juncal Gutiérrez Mangado | University of the Basque Country
    Elizabeth R. Howard | University of Connecticut
    Julia Hüttner | University of Vienna
    Makoto Ikeda | Sophia University
    Susana Ibarra Johnson | New Mexico State University
    ORCID logoEster J. de Jong | University of Florida
    Angel M.Y. Lin | Simon Fraser University
    Karita Mård-Miettinen | University of Jyväskylä
    Teresa L. McCarty | University of California, Los Angeles
    T.J. Ó Ceallaigh | University College Cork
    ORCID logoPádraig Ó Duibhir | Dublin City University
    Sylvie Roy | University of Calgary
    ORCID logoYolanda Ruiz de Zarobe | University of the Basque Country
    Rita Elaine Silver | National Institute of Education, Singapore
    Marguerite Ann Snow | California State University, Los Angeles
    ORCID logoEnlli Thomas | Bangor University
    John Trent | Hong Kong Institute of Education
    Tony Trinick | The University of Auckland
    Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota
    Marianne Turner | Monash University
    Subscription Info
    Current issue: 12:2, available as of October 2024

    General information about our electronic journals.

    Subscription rates

    All prices for print + online include postage/handling.

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    Volume 13 (2025): 2 issues; ca. 300 pp. EUR 171.00 EUR 231.00
    Volume 12 (2024): 2 issues; ca. 300 pp. EUR 166.00 EUR 210.00

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

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    (Vols. 1‒11; 2013‒2023)    		 22 issues;
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    Volume 11 (2023) 2 issues; 300 pp. EUR 161.00 EUR 191.00
    Volumes 8‒10 (2020‒2022) 2 issues; avg. 300 pp. EUR 161.00 per volume EUR 187.00 per volume
    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
    Guidelines

    - General submission guidelines

    - Book review guidelines

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

    Submission

    The Journal of Immersion and Content-Based Language Education (JICB) offers online submission .

    Before submitting, please consult the guidelines and the Short Guide to EM for Authors.

    If you are not able to submit online, or for any other editorial correspondence, please contact the editors via e-mail: jicb at benjamins.nl

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

    Articles under consideration are double-blind peer-reviewed and decisions on all published content are made by the editors.

    Ethics

    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices.

    Authors and reviewers are kindly requested to read this Ethics Statement .

    Please also note the guidance on the use of (generative) AI in the statement.

    Rights and Permissions

    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    Articles accepted for this journal can be made Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax). To arrange this, please contact openaccess at benjamins.nl once your paper has been accepted for publication. More information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee. Please consult this list of institutions for up-to-date information on which articles qualify.

    For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.

    If the article is not (to be made) Open Access, there is no fee for the author to publish in this journal.

    Archiving

    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.

    Subjects

    Linguistics

    Multilingualism
    Applied linguistics
    Language acquisition
    Language teaching

    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General