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Cited by 106 other publications

Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral interaction. Journal of Immersion and Content-Based Language Education 8:1  pp. 53 ff. DOI logo
Almgren, Margareta & Ibon Manterola
2016. The development of narrative skills in learners of Basque as a second language. Education Inquiry 7:1  pp. 27627 ff. DOI logo
An, Jiangshan & Nathan Thomas
2021. Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education 65  pp. 100972 ff. DOI logo
Baditsa, Maryna, Nataliia Kolesnyk & Maryna Polkhovska
2020. Bilingual model of future specialists’ training by means of artistic design. Educational Dimension 3  pp. 117 ff. DOI logo
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. DOI logo
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
2017. Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education 5:1  pp. 30 ff. DOI logo
Basturkmen, Helen
2018. Dealing With Language Issues During Subject Teaching in EMI: The Perspectives of Two Accounting Lecturers. TESOL Quarterly 52:3  pp. 692 ff. DOI logo
Bergroth, Mari
2022. Coordinating, communicating, and combining languages in local immersion education policy reform in Finland. Journal of Immersion and Content-Based Language Education 10:1  pp. 113 ff. DOI logo
Brooke, Mark
2020. Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy. Australian Review of Applied Linguistics 43:3  pp. 228 ff. DOI logo
Brooke, Mark
2020. Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory. Teaching in Higher Education 25:7  pp. 812 ff. DOI logo
Cammarata, Laurent, Martine Cavanagh, Sylvie Blain & Cécile Sabatier
2018. Enseigner en immersion française au Canada : synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants. The Canadian Modern Language Review 74:1  pp. 101 ff. DOI logo
Cammarata, Laurent & T.J. Ó Ceallaigh
2020. Teacher education and professional development for immersion and content-based instruction. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 1 ff. DOI logo
Cammarata, Laurent & T. J. Ó Ceallaigh
2018. Teacher education and professional development for immersion and content-based instruction. Journal of Immersion and Content-Based Language Education 6:2  pp. 153 ff. DOI logo
Cao, Yueming, Dan Wang, Yu Bai & Tong Ru
2024. Effect of ethnic stereotype threat on academic performance: Experimental evidence from rural China. China Economic Review 86  pp. 102204 ff. DOI logo
Cenoz, J., F. Genesee & D. Gorter
2014. Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics 35:3  pp. 243 ff. DOI logo
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. DOI logo
Cenoz, Jasone
2017. Introduction to part IV. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 239 ff. DOI logo
Cenoz, Jasone & Yolanda Ruiz de Zarobe
2015. Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum 28:1  pp. 1 ff. DOI logo
Chen, Ya-Ling, Ting-An Yang & Hsiuling Lydia Chen
2017. Challenges Encountered in a Chinese Immersion Program in the United States. The Asia-Pacific Education Researcher 26:3-4  pp. 163 ff. DOI logo
Cummins, Jim
2014. Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education 2:1  pp. 3 ff. DOI logo
Davis, Stephen, Susan Ballinger & Mela Sarkar
2021. “More languages means more lights in your house”. Journal of Immersion and Content-Based Language Education 9:2  pp. 336 ff. DOI logo
de Graaff, Rick & Oana Costache
2020. Chapter 8. Current developments in bilingual primary education in the Netherlands. In Child Bilingualism and Second Language Learning [Bilingual Processing and Acquisition, 10],  pp. 137 ff. DOI logo
Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism, DOI logo
de Zarobe, Yolanda Ruiz
2015. Language Awareness and CLIL. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
de Zarobe, Yolanda Ruiz
2017. Language Awareness and CLIL. In Language Awareness and Multilingualism,  pp. 149 ff. DOI logo
Ruiz de Zarobe, Yolanda
2017. Language Awareness and CLIL. In Language Awareness and Multilingualism,  pp. 1 ff. DOI logo
Domke, Lisa M., Laura A. May, Melody Kung, Lauren Coleman, Michael Vo & Gary E. Bingham
2022. Preservice teachers learning to integrate language within content instruction in dual language classrooms. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Dorner, Lisa M. & Angela Layton
2014. “¿Cómo se dice?” Children's multilingual discourses (or interacting, representing, and being) in a first-grade Spanish immersion classroom. Linguistics and Education 25  pp. 24 ff. DOI logo
ElAtia, Samira & komla essiomle
2024. Les diplômés d’immersion française et leurs motivations liées au choix de la langue dans la poursuite des études postsecondaires. Canadian Journal of Educational Administration and Policy :204  pp. 157 ff. DOI logo
Fleckenstein, Johanna, Sandra Kristina Gebauer & Jens Möller
2019. Promoting mathematics achievement in one-way immersion: Performance development over four years of elementary school. Contemporary Educational Psychology 56  pp. 228 ff. DOI logo
Fortune, Tara & Wei Song
2016. Academic achievement and language proficiency in early total Mandarin immersion education. Journal of Immersion and Content-Based Language Education 4:2  pp. 168 ff. DOI logo
Fortune, Tara W. & Zhongkui Ju
2017. Assessing and Exploring the Oral Proficiency of Young Mandarin Immersion Learners. Annual Review of Applied Linguistics 37  pp. 264 ff. DOI logo
Freire, Juan A. & M. Garrett Delavan
2021. The fiftyfication of dual language education: one-size-fits-all language allocation’s “equality” and “practicality” eclipsing a history of equity. Language Policy 20:3  pp. 351 ff. DOI logo
Friesen, Deanna C. & Chastine Lamoureux
2023. Chapter 8. Metalinguistic awareness in bilinguals. In Understanding Language and Cognition through Bilingualism [Studies in Bilingualism, 64],  pp. 169 ff. DOI logo
Genesee, Fred & Tara W. Fortune
2014. Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education 2:2  pp. 196 ff. DOI logo
Genesee, Fred & Kathryn Lindholm-Leary
2021. The suitability of dual language education for diverse students. Journal of Immersion and Content-Based Language Education 9:2  pp. 164 ff. DOI logo
Gibson, Judy & Sylvie Roy
2015. Canadian Parents for French. Journal of Immersion and Content-Based Language Education 3:2  pp. 218 ff. DOI logo
Gorter, Durk & Jasone Cenoz
2017. Language education policy and multilingual assessment. Language and Education 31:3  pp. 231 ff. DOI logo
Graham, Keith M., Haemin Kim, Yunkyeong Choi & Zohreh R. Eslami
2021. CLIL as a balance for female–male differences?. Journal of Immersion and Content-Based Language Education 9:2  pp. 310 ff. DOI logo
Grivet, Candice Suzanne, Michelle Haj‐Broussard & Rodger Broomé
2021. School administrators’ perspectives of French immersion programs. Foreign Language Annals 54:1  pp. 114 ff. DOI logo
Gülşen, Erhan & Kenan Dikilitaş
2023. (Re)construction of teacher identities in a soft-CLIL context. Journal of Immersion and Content-Based Language Education 11:2  pp. 204 ff. DOI logo
Hancock, Charlotte R. & Kristin J. Davin
2021. Shifting Ideologies: The Seal of Biliteracy in the United States. In Language Learning in Anglophone Countries,  pp. 71 ff. DOI logo
Henderson, Kathryn I.
2019. The danger of the dual-language enrichment narrative: Educator discourses constructing exclusionary participation structures in bilingual education. Critical Inquiry in Language Studies 16:3  pp. 155 ff. DOI logo
Henderson, Kathryn I. & Deborah K. Palmer
2015. Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom. Journal of Immersion and Content-Based Language Education 3:1  pp. 77 ff. DOI logo
Hickey, Tina M. & Anne-Marie de Mejía
2014. Immersion education in the early years: a special issue. International Journal of Bilingual Education and Bilingualism 17:2  pp. 131 ff. DOI logo
Honigsfeld, Andrea & Maria G. Dove
2019. Preparing Teachers for Co‐Teaching and Collaboration. In The Handbook of TESOL in K‐12,  pp. 405 ff. DOI logo
Hopewell, Susan & Kathy Escamilla
2014. Biliteracy development in immersion contexts. Journal of Immersion and Content-Based Language Education 2:2  pp. 181 ff. DOI logo
Kay-Raining Bird, Elizabeth, Fred Genesee & Ludo Verhoeven
2016. Bilingualism in children with developmental disorders: A narrative review. Journal of Communication Disorders 63  pp. 1 ff. DOI logo
Kay-Raining Bird, Elizabeth, Natacha Trudeau & Ann Sutton
2016. Pulling it all together: The road to lasting bilingualism for children with developmental disabilities. Journal of Communication Disorders 63  pp. 63 ff. DOI logo
Krenca, Klaudia, Kate Cain, Stefka Marinova-Todd & Xi Chen
2023. The Role of Comprehension Monitoring in Predicting Reading Comprehension Among French Immersion Children. Scientific Studies of Reading 27:6  pp. 475 ff. DOI logo
Kwakkel, Hedi, Mienke Droop, Ludo Verhoeven & Eliane Segers
2024. How lexical quality predicts L2 reading comprehension in early bilingual education. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. DOI logo
Lee , Jang Ho, Hansol Lee & Yuen Yi Lo
2023. Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis. Studies in Second Language Learning and Teaching 13:2  pp. 317 ff. DOI logo
Lin, Angel M. Y.
2016. Introduction. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 1 ff. DOI logo
Lin, Angel M. Y.
2016. Programming for Integration of Content and Language Learning. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 143 ff. DOI logo
Lindahl, Kristen
2020. Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts. English Teaching & Learning 44:2  pp. 211 ff. DOI logo
Lindholm-Leary, Kathryn
2021. Dual Language Education Models and Research in Early Childhood Education in the USA. In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 1 ff. DOI logo
Lindholm-Leary, Kathryn
2022. Dual Language Education Models and Research in Early Childhood Education in the USA. In Handbook of Early Language Education [Springer International Handbooks of Education, ],  pp. 403 ff. DOI logo
Lindholm-Leary, Kathryn & Fred Genesee
2014. Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education 2:2  pp. 165 ff. DOI logo
Lo, Yuen Yi
2020. Introduction. In Professional Development of CLIL Teachers,  pp. 3 ff. DOI logo
Lo, Yuen Yi
2020. Theoretical Models of Professional Development Programmes for CLIL Teachers. In Professional Development of CLIL Teachers,  pp. 95 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ],  pp. 1 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 963 ff. DOI logo
Lo, Yuen Yi & Angel M.Y. Lin
2021. Teaching, learning and scaffolding in CLIL science classrooms. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],  pp. 1 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2  pp. 151 ff. DOI logo
Lokhtina, Irina & Elena Theodosis Kkese
2022. Reflecting and Adapting to an Academic Workplace Before and After the Lockdown in Greek-Speaking Cyprus. In Global Trends, Dynamics, and Imperatives for Strategic Development in Business Education in an Age of Disruption [Advances in Higher Education and Professional Development, ],  pp. 126 ff. DOI logo
Lyster, Roy & Fred Genesee
2019. Immersion Education. In The Encyclopedia of Applied Linguistics,  pp. 1 ff. DOI logo
Lü, Chan
2019. Theoretical Framework, Literature Review, and the Current Project. In Chinese Literacy Learning in an Immersion Program,  pp. 27 ff. DOI logo
Lü, Chan
2019. Introduction. In Chinese Literacy Learning in an Immersion Program,  pp. 1 ff. DOI logo
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
2023. Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?. Irish Educational Studies 42:1  pp. 39 ff. DOI logo
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
2024. SIOF. Journal of Immersion and Content-Based Language Education 12:1  pp. 75 ff. DOI logo
Maltseva, S. N. & A. Yu. Pavlova
2024. 2024 Systems of Signals Generating and Processing in the Field of on Board Communications,  pp. 1 ff. DOI logo
Marcu, Nicoleta Aurelia
2022. Content-Based Instruction- A Method of Developing Language and Social Competences. Acta Marisiensis. Philologia 4:1  pp. 1 ff. DOI logo
Marissa K. L. E. & Sabine Tan
2022. Popular Science Fiction Television for the Language Educator: Black Mirror as a Potential Teaching Tool in the ICLHE Classroom. In Integrating Content and Language in Higher Education,  pp. 125 ff. DOI logo
Martin, Sarah, Christina Hodder, Emily Merritt, Ashley Culliton, Erin Pottie & Elizabeth Kay-Raining Bird
2021. Bilingual outcomes for a student with Down Syndrome in French immersion. Journal of Immersion and Content-Based Language Education 9:2  pp. 223 ff. DOI logo
Molle, Daniella
2021. Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning. TESOL Quarterly 55:2  pp. 486 ff. DOI logo
Moreno, Diego Rascón
2021. Student perspectives on dual immersion in California: A comparison with the perceptions of CLIL learners in Madrid. Linguistics and Education 61  pp. 100887 ff. DOI logo
Morrell, Patricia D., Sally Hood & Erik Mellgren
2019. A first-year middle school science teacher's experiences navigating science content in a Dual Language Immersion Program. Heliyon 5:10  pp. e02575 ff. DOI logo
Nikula, Tarja & Karita Mård-Miettinen
2014. Language learning in immersion and CLIL classrooms. In Handbook of Pragmatics, DOI logo
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. DOI logo
Olsson, Eva
2021. A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary. Language Teaching Research  pp. 136216882110450 ff. DOI logo
Palviainen, Åsa, Ekaterina Protassova, Karita Mård-Miettinen & Mila Schwartz
2016. Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism 19:6  pp. 614 ff. DOI logo
Poarch, Gregory J. & Ellen Bialystok
2017. Assessing the implications of migrant multilingualism for language education. Zeitschrift für Erziehungswissenschaft 20:2  pp. 175 ff. DOI logo
Pollard-Durodola, Sharolyn D., Jorge E. Gonzalez, Laura Saenz, Denise Soares, Heather S. Davis, Nora Resendez & Leina Zhu
2022. The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes. Early Education and Development 33:7  pp. 1175 ff. DOI logo
Pollard-Durodola, Sharolyn D., Jorge E. Gonzalez, Laura Saenz & Heather S. Davis
2024. The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals. International Journal of Bilingual Education and Bilingualism 27:3  pp. 315 ff. DOI logo
Pontillas, Marlon
2021. Opportunities and Challenges of a Filipino Educator in a Home-based Online EFL Industry: A Single Case Study. Journal of Education, Management and Development Studies 1:1  pp. 77 ff. DOI logo
Preusler, Sandra, Steffen Zitzmann, Jürgen Baumert & Jens Möller
2022. Development of German reading comprehension in two-way immersive primary schools. Learning and Instruction 79  pp. 101598 ff. DOI logo
Preusler, Sandra, Steffen Zitzmann, Isabell Paulick, Jürgen Baumert & Jens Möller
2019. Ready to read in two languages? Testing the native language hypothesis and the majority language hypothesis in two-way immersion students. Learning and Instruction 64  pp. 101247 ff. DOI logo
Rodgers, Daryl M.
2015. Incidental Language Learning in Foreign Language Content Courses. The Modern Language Journal 99:1  pp. 113 ff. DOI logo
Roquet, Helena, Alexandra Vraciu, Florentina Nicolás-Conesa & Carmen Pérez-Vidal
2022. Adjunct instruction in higher education: examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism 25:4  pp. 1377 ff. DOI logo
Roquet Pugès, Helena, Noelia Navarro Gil & Florentina Nicolás-Conesa
2024. The impact of adjunct instruction on EFL academic writing at university. Journal of Immersion and Content-Based Language Education DOI logo
Roy, Debopriyo
2018. Proceedings of the 6th International Conference on Information and Education Technology,  pp. 129 ff. DOI logo
Saft, Scott
2021. Introduction. In Language and Social Justice in Context,  pp. 1 ff. DOI logo
Scherzinger, Luisa & Taiga Brahm
2023. A systematic review of bilingual education teachers’ competences. Educational Research Review 39  pp. 100531 ff. DOI logo
Schwarz, Mila & Naomi Gorgatt
2018. “Fortunately, I found a home here that allows me personal expression”: Co-teaching in the bilingual Hebrew-Arabic-speaking preschool in Israel. Teaching and Teacher Education 71  pp. 46 ff. DOI logo
Serafini, Ellen J., Nadine Rozell & Adam Winsler
2022. Academic and English language outcomes for DLLs as a function of school bilingual education model: the role of two-way immersion and home language support. International Journal of Bilingual Education and Bilingualism 25:2  pp. 552 ff. DOI logo
Somers, Thomas
2017. Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education 63:4  pp. 495 ff. DOI logo
Strickland, Kait & Tina M. Hickey
2016. Using a national dataset to explore sub-groups in Irish immersion education. Journal of Immersion and Content-Based Language Education 4:1  pp. 3 ff. DOI logo
Séror, Jérémie & Alysse Weinberg
2015. The University of Ottawa Immersion Program. Journal of Immersion and Content-Based Language Education 3:2  pp. 241 ff. DOI logo
Tedick, Diane J & Amy I Young
2016. Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction. Applied Linguistics 37:6  pp. 784 ff. DOI logo
Tedick, Diane J. & Amy I. Young
2018. Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism 21:3  pp. 303 ff. DOI logo
Titone, Debra, Jason Gullifer, Sivaniya Subramaniapillai, Natasha Rajah & Shari Baum
2017. Chapter 13. History-inspired reflections on the Bilingual Advantages Hypothesis. In Growing Old with Two Languages [Studies in Bilingualism, 53],  pp. 265 ff. DOI logo
Tribushinina, Elena, Elena Dubinkina-Elgart & Pim Mak
2023. Effects of early foreign language instruction and L1 transfer on vocabulary skills of EFL learners with DLD. Clinical Linguistics & Phonetics 37:8  pp. 683 ff. DOI logo
Tribushinina, Elena, Elena Dubinkina-Elgart & Nadezhda Rabkina
2020. Can children with DLD acquire a second language in a foreign-language classroom? Effects of age and cross-language relationships. Journal of Communication Disorders 88  pp. 106049 ff. DOI logo
Verspoor, Marjolijn, Kees de Bot & Xiaoyan Xu
2015. The effects of English bilingual education in the Netherlands. Journal of Immersion and Content-Based Language Education 3:1  pp. 4 ff. DOI logo
Whittaker, Rachel
2017. Commentary on Le Bouthillier Dissertation Summary. Journal of Immersion and Content-Based Language Education 5:2  pp. 291 ff. DOI logo
Ó Ceallaigh, T. J., Máiréad Hourigan & Aisling Leavy
2021. Developing potentiality: pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism 24:4  pp. 515 ff. DOI logo

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