10th Anniversary Celebration

• Editorial
  pp. 147–152
Articles
• The monolingual bias: A critical analysis
  Fred Genesee | pp. 153–181
• CLIL in the 21st Century: Retrospective and prospective challenges and opportunities
  Christiane Dalton-Puffer, Julia Hüttner & Ana Llinares | pp. 182–206
• A continuum of teacher collaboration to enhance the effectiveness of bilingual education programmes
  Yuen Yi Lo, Scarlet Poon & Xiaochen Rui | pp. 207–229
• Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL
  Yanming (Amy) Wu & Angel M. Y. Lin | pp. 230–264
• EMI as discursive positioning: Exploring the voices of content subject teachers in Hong Kong
  John Trent | pp. 265–285
• Integration in TWBE: Opportunities, challenges, and possibilities
  Ester J. de Jong, Katherine Barko Alva & Tuba Yilmaz | pp. 286–301
• 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 | pp. 302–322
• A language socialisation perspective on Swedish immersion in Finland: Students, teachers, and parents as key actors
  Siv Björklund, Karita Mård-Miettinen & Sanna Pakarinen | pp. 323–342
• 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 | pp. 343–373
• ITE provision in minority language contexts: The case of Wales and Ireland
  Enlli M. Thomas & Claire M. Dunne | pp. 374–399
• Looking back and looking forward: An afterword
  Diane J. Tedick | pp. 400–415

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