Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 1:1 (2013) ► pp. 70100
Cited by

Cited by 80 other publications

Aikawa, Hiroko, Emi Fukasawa & Chantal Hemmi
2021.  In International Perspectives on CLIL,  pp. 107 ff. Crossref logo
An, Jiangshan, Ernesto Macaro & Ann Childs
2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7:2  pp. 166 ff. Crossref logo
An, Jiangshan, Ernesto Macaro & Ann Childs
2021.  In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],  pp. 17 ff. Crossref logo
Arias de la Cruz, Andrés & Jesús Izquierdo
2015. Language attention in content-based instruction. Journal of Immersion and Content-Based Language Education 3:2  pp. 194 ff. Crossref logo
Bower, Kim
2021.  In Language Learning in Anglophone Countries,  pp. 267 ff. Crossref logo
Kim Bower, Do Coyle, Russell Cross & Gary N. Chambers
2020.  In Curriculum Integrated Language Teaching, Crossref logo
Bowles, Hugo
2015.  In International Perspectives on English as a Lingua Franca,  pp. 194 ff. Crossref logo
Bruce, Carolyn & Caroline Newton
2019. ‘What's cooking?’ A comparison of an activity‐oriented and a table‐top programme of therapy on the language performance of people with aphasia. International Journal of Language & Communication Disorders 54:3  pp. 430 ff. Crossref logo
Bruton, Anthony
2015. CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System 53  pp. 119 ff. Crossref logo
Cenoz, J., F. Genesee & D. Gorter
2014. Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics 35:3  pp. 243 ff. Crossref 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. Crossref logo
Codó, Eva
2020. The dilemmas of experimental CLIL in Catalonia. Journal of Multilingual and Multicultural Development  pp. 1 ff. Crossref logo
Crossman, Katie
2018. Immersed in academic English: vocabulary and academic outcomes of a CLIL university preparation course. International Journal of Bilingual Education and Bilingualism 21:5  pp. 564 ff. Crossref logo
Dale, Liz, Ron Oostdam & Marjolijn Verspoor
2018. Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21:3  pp. 366 ff. Crossref logo
Dalton-Puffer, C., A. Llinares, F. Lorenzo & T. Nikula
2014. "You Can Stand Under My Umbrella": Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013). Applied Linguistics 35:2  pp. 213 ff. Crossref logo
Dalton-Puffer, Christiane
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 167 ff. Crossref logo
Dalton-Puffer, Christiane & Tarja Nikula
2014. Content and language integrated learning. The Language Learning Journal 42:2  pp. 117 ff. Crossref logo
de Zarobe, Yolanda Ruiz
2015.  In Language Awareness and Multilingualism,  pp. 1 ff. Crossref logo
de Zarobe, Yolanda Ruiz
2017.  In Language Awareness and Multilingualism,  pp. 149 ff. Crossref logo
Durán-Martínez, Ramiro & Fernando Beltrán-Llavador
2020. Key issues in teachers’ assessment of primary education bilingual programs in Spain. International Journal of Bilingual Education and Bilingualism 23:2  pp. 170 ff. Crossref logo
Farrugia, Marie Thérèse
2017. Bilingual Classrooms in Malta: Teaching Mathematics Content and Language. Éducation et sociétés plurilingues :42  pp. 61 ff. Crossref logo
Gallagher, Colleen E. & Jennifer E. Haan
2018. University Faculty Beliefs About Emergent Multilinguals and Linguistically Responsive Instruction. TESOL Quarterly 52:2  pp. 304 ff. Crossref logo
Gallardo‐del‐Puerto, Francisco, María Basterrechea & María Martínez‐Adrián
2020. Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics 30:1  pp. 3 ff. Crossref logo
Gearon, Margaret & Russell Cross
2020.  In Curriculum Integrated Language Teaching,  pp. 124 ff. Crossref logo
Gierlinger, Erwin
2015. ‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL. Language and Education 29:4  pp. 347 ff. Crossref logo
Hélot, Christine & Ofelia García
2019.  In The Cambridge Handbook of Language Learning,  pp. 649 ff. Crossref logo
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. Crossref logo
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal Crossref logo
Jiménez Catalán, Rosa M. & M. Pilar Agustín Llach
2017. CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners. System 66  pp. 87 ff. Crossref logo
Leontjev, Dmitri & Mark Antony deBoer
2020. Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Li, Dongying & Lian Zhang
2020. Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research  pp. 136216882090334 ff. Crossref logo
Lialikhova, Dina
2018. Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context. Journal of Immersion and Content-Based Language Education 6:1  pp. 27 ff. Crossref logo
Lialikhova, Dina
2021. The impact of a short-term CLIL intervention project on Norwegian different ability ninth graders’ oral development. International Journal of Bilingual Education and Bilingualism 24:5  pp. 671 ff. Crossref logo
Lin, Angel M. Y.
2016.  In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 173 ff. Crossref logo
Lin, Angel M. Y.
2019. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism 22:1  pp. 5 ff. Crossref logo
Lin, Angel M. Y. & Yuen Yi Lo
2017. Trans/languaging and the triadic dialogue in content and language integrated learning (CLIL) classrooms. Language and Education 31:1  pp. 26 ff. Crossref logo
Llinares, Ana
2015. Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum 28:1  pp. 58 ff. Crossref logo
Llinares, Ana & Natalia Evnitskaya
2020. Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?. TESOL Quarterly Crossref logo
Llinares, Ana & Amaya Mendikoetxea
2020.  In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],  pp. 87 ff. Crossref logo
Llinares, Ana & Tom Morton
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 125 ff. Crossref logo
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. Crossref logo
Lo, Yuen Yi
2020.  In Professional Development of CLIL Teachers,  pp. 3 ff. Crossref logo
Lo, Yuen Yi, Angel M. Y. Lin & Yiqi Liu
2020. Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Lo, Yuen Yi & Ernesto Macaro
2015. Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal 43:3  pp. 239 ff. Crossref logo
Lochtman, Katja
2021. Does CLIL promoteintercultural sensitivity?. Journal of Immersion and Content-Based Language Education 9:1  pp. 31 ff. Crossref logo
Martínez Adrián, María & María Junkal Gutiérrez Mangado
2015. Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?. Journal of Immersion and Content-Based Language Education 3:1  pp. 51 ff. Crossref logo
Martínez Agudo, Juan de Dios
2019. Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context. Linguistics and Education 51  pp. 69 ff. Crossref logo
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. Crossref logo
Jermaine S. McDougald
2020. What is next for CLIL Professional Development?. Latin American Journal of Content & Language Integrated Learning 12:2  pp. 197 ff. Crossref logo
Morton, Tom & Ana Llinares
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 1 ff. Crossref logo
Nikula, Tarja
2016.  In Second and Foreign Language Education,  pp. 1 ff. Crossref logo
Nikula, Tarja
2017.  In Discourse Analytic Perspectives on STEM Education [Educational Linguistics, 32],  pp. 11 ff. Crossref logo
Nikula, Tarja
2017.  In Second and Foreign Language Education,  pp. 111 ff. Crossref logo
Nikula, Tarja & Karita Mård-Miettinen
2014.  In Handbook of Pragmatics, Crossref logo
Orton, Jane & Xia Cui
2016.  In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language [Multilingual Education, 15],  pp. 39 ff. Crossref logo
Palacios Hidalgo, Francisco Javier
2020.  In Handbook of Research on Bilingual and Intercultural Education [Advances in Educational Technologies and Instructional Design, ],  pp. 359 ff. Crossref logo
Pappa, Sotiria, Josephine Moate, Maria Ruohotie-Lyhty & Anneli Eteläpelto
2017. Teachers’ pedagogical and relational identity negotiation in the Finnish CLIL context. Teaching and Teacher Education 65  pp. 61 ff. Crossref logo
Pastrana, Amanda
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 205 ff. Crossref logo
Pastrana, Amanda, Ana Llinares & Irene Pascual
2018. Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift für Erziehungswissenschaft 21:1  pp. 49 ff. Crossref logo
Piacentini, Valentina, Ana Raquel Simões & Rui Marques Vieira
2018. What Students Tell Teachers about Practices that Integrate Subjects with English in a Lower Secondary School in Portugal. e-TEALS 9:s1  pp. 57 ff. Crossref logo
Piacentini, Valentina, Ana Raquel Simões & Rui Marques Vieira
2019. TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL. Problems of Education in the 21st Century 77:5  pp. 636 ff. Crossref logo
Porto, Melina
2018. Intercultural citizenship in foreign language education: an opportunity to broaden CLIL’s theoretical outlook and pedagogy. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
Poveda, David, Frances Giampapa & Ana María Relaño-Pastor
2020. Gatekeeping the interactional order: field access and linguistic ideologies in Content and Language Integrated Learning–type bilingual education programs in Spanish secondary schools. Qualitative Research 20:6  pp. 854 ff. Crossref logo
Ramírez-Verdugo, M. Dolores & Linda Gerena
2020.  In Handbook of Research on Bilingual and Intercultural Education [Advances in Educational Technologies and Instructional Design, ],  pp. 408 ff. Crossref logo
Reitbauer, Margit, Ulla Fürstenberg, Petra Kletzenbauer & Karoline Marko
2018. Towards a Cognitive-Linguistic Turn in CLIL: Unfolding Integration. Latin American Journal of Content & Language Integrated Learning 11:1  pp. 87 ff. Crossref logo
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. Crossref logo
Rodgers, Daryl M.
2015. Incidental Language Learning in Foreign Language Content Courses. The Modern Language Journal 99:1  pp. 113 ff. Crossref logo
Roos, Jana
2015.  In Theoretical and Methodological Developments in Processability Theory [Processability Approaches to Language Acquisition Research & Teaching, 4],  pp. 263 ff. Crossref logo
Ruiz de Zarobe, Yolanda
2017.  In Language Awareness and Multilingualism,  pp. 1 ff. Crossref logo
Safont, Pilar
2018.  In Current Research in Bilingualism and Bilingual Education [Multilingual Education, 26],  pp. 123 ff. Crossref logo
Salaberri Ramiro, Maria Sagrario & Maria del Mar Sanchez Perez
2020.  In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],  pp. 275 ff. Crossref logo
Snow, Marguerite Ann
2020.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref 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. Crossref logo
Sántha-Malomsoki, Ágnes & Kálmán Sántha
2019. Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21st Century. Acta Universitatis Sapientiae, Philologica 11:2  pp. 85 ff. Crossref logo
TIMMER, KALINKA, INGRID K. CHRISTOFFELS & ALBERT COSTA
2019. On the flexibility of bilingual language control: The effect of language context. Bilingualism: Language and Cognition 22:3  pp. 555 ff. Crossref logo
Tsuchiya, Keiko
2016.  In Yearbook of Corpus Linguistics and Pragmatics 2016 [Yearbook of Corpus Linguistics and Pragmatics, ],  pp. 179 ff. Crossref logo
Tsuchiya, Keiko & María Dolores Pérez Murillo
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 1 ff. Crossref logo
Vourdanou, Katerina
2019.  In Challenging Boundaries in Language Education [Second Language Learning and Teaching, ],  pp. 89 ff. Crossref logo
Yuko Goto Butler
2014. Current Issues in English Education for Young Learners in East Asia. English Teaching 69:4  pp. 3 ff. Crossref logo
Zayas Martínez, Francisco & José Luis Estrada Chichón
2020.  In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],  pp. 232 ff. Crossref logo

This list is based on CrossRef data as of 22 may 2021. 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.