Journal of Immersion and Content-Based Language Education 1:2

Articles
• Editorial
  pp. 167–168
• The effects of biliteracy instruction on morphological awareness
  Roy Lyster, Jorge Quiroga, & Susan Ballinger | pp. 169–197
  full-text
• Teacher language awareness in content-based activity design
  Kristen Lindahl, Laura Baecher, & Zuzana Tomaš | pp. 198–225
• The nature of foreign language anxiety in elementary immersion program graduates
  Pamela M. Wesely | pp. 226–250
• The importance of classroom management in early language immersion: A case study of a new French immersion kindergarten class
  Alina Slapac & Lisa M. Dorner | pp. 251–277
• An ethnographic study of language socialization and choice in a first and second grade English medium classroom in Finland
  Alicia Copp Mökkönen | pp. 279–295
• Commentary on Copp Mökkönen dissertation summary
  Anne-Marie Truscott de Mejía | pp. 296–299
• Commentary on Copp Mökkönen dissertation summary
  María-Pilar Safont-Jordà | pp. 300–304
Book reviews
• Peeter Mehisto, Excellence in Bilingual Education. A Guide for School Principals
  Reviewed by Vera Busse | pp. 305–307
• Elizabeth Coelho, Language and Learning in Multilingual Classrooms: A Practical Approach
  Reviewed by Melinda Dooly | pp. 308–310

Cited by 2 other publications

Gierlinger, Erwin Maria

2017. Teaching CLIL?. Journal of Immersion and Content-Based Language Education 5:2 ► pp. 187 ff.

Pavón Vázquez, Víctor

2018. Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies. Theory Into Practice 57:3 ► pp. 204 ff.

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