Article published in:
10th Anniversary Celebration
Edited by Pádraig Ó Duibhir and Laurent Cammarata
[Journal of Immersion and Content-Based Language Education 10:2] 2022
► pp. 302322
References
Anderson, L. W., & Krathwohl, D. R.
(2001) A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives: Complete edition. Longman.Google Scholar
Ball, P., Kelly, K., & Clegg, J.
(2015) Putting CLIL into Practice. Oxford University Press.Google Scholar
Beacco, J. C., Fleming, M., Goullier, F., Thürmann, E., Vollmer, H., & Sheils, J.
(2016) The language dimension in all subjects: A handbook for curriculum development and teacher training. Council of Europe.Google Scholar
Biggs, J., & Tang, C.
(2011) Teaching for quality learning at university. McGraw-Hill and Open University Press.Google Scholar
Bloom, B. S.
(1956) Taxonomy of educational objectives. Handbook 1: The classification of educational goals: Cognitive domain. McKay.Google Scholar
deBoer, M., & Leontjev, D.
(2020) Assessment and learning in content and language integrated learning (CLIL) classrooms: approaches and conceptualisations. Springer. CrossrefGoogle Scholar
Cammarata, L., & Tedick, D. J.
(2012) Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96 (2), 251–269. CrossrefGoogle Scholar
Christodoulou, D.
(2017) Making good progress? The future of assessment for learning. Oxford University Press.Google Scholar
Coyle, D.
(2018) The Place of CLIL in (Bilingual) Education. Theory into Practice, 57 (3), 166–176. CrossrefGoogle Scholar
Coyle, D., & Meyer, O.
(2021) Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press. CrossrefGoogle Scholar
Dalton-Puffer, C.
(2013) A construct of cognitive discourse functions for conceptualising content-language integration in CLIL and multilingual education. European Journal of Applied Linguistics, 1 (2), 216–253. CrossrefGoogle Scholar
Evnitskaya, N., & Dalton-Puffer, C.
(2020) Cognitive discourse functions in CLIL classrooms: Eliciting and analysing students’ oral categorizations in science and history. International Journal of Bilingual Education and Bilingualism. CrossrefGoogle Scholar
Genesee, F., & Hamayan, E.
(2017) CLIL in context:Practical guidance for educators. Cambridge University Press.Google Scholar
Leontjev, D., & deBoer, M.
(2020) Conceptualising assessment and learning in the CLIL context. An introduction. In M. DeBoer & D. Leontjev (Eds.), Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms (pp. 1–27). Springer. CrossrefGoogle Scholar
Lin, A. M. Y.
(2016) Language across the curriculum & CLIL in English as an additional language in (EAL) contexts: Theory and practice. Springer. CrossrefGoogle Scholar
Llinares, A., Morton, T., & Whittaker, R.
(2012) The roles of language in CLIL. Cambridge University Press.Google Scholar
Lyster, R.
(2007) Learning and teaching languages through content: A counterbalanced approach (Vol. 181). John Benjamins Publishing. CrossrefGoogle Scholar
Mohan, B. A.
(1986) Language and content (Vol. 52881). Addison Wesley Publishing Company.Google Scholar
Mohan, B., Leung, C., & Slater, T.
(2010) Assessing Language and Content: A Functional Perspective. In A. Paran & L. Sercu (Eds.), Testing the untestable in language education (pp. 217–240). Multilingual Matters. CrossrefGoogle Scholar
Morton, T.
(2020) Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3 (1), 7–17. CrossrefGoogle Scholar
Nashaat-Sobhy, N., & Llinares, A.
(2020) CLIL students’ definitions of historical terms. International Journal of Bilingual Education and Bilingualism. CrossrefGoogle Scholar
Tedick, D. J., & Lyster, R.
(2019) Scaffolding language development in immersion and dual language classrooms. Routledge. CrossrefGoogle Scholar
Troyan, F. J.
(2016) Assessing what matters within content-based foreign language teaching through integrated performance assessment. In L. Cammarata (Ed.), Content-Based Foreign Language Teaching (pp. 161–184). Routledge.Google Scholar
Troyan, F. J., Cammarata, L., & Martel, J.
(2017) Integration PCK: Modeling the knowledge(s) underlying a world language teacher's implementation of CBI. Foreign Language Annals, 50 (2), 458–476. CrossrefGoogle Scholar
Wheadon, C., de Moira, A. P., & Christodoulou, D.
(2020, September 7). The classification accuracy and consistency of comparative judgement of writing compared to rubric-based teacher assessment. CrossrefGoogle Scholar
Whittaker, R., & McCabe, A.
(2020) Expressing evaluation across disciplines in primary and secondary CLIL writing: A longitudinal study. International Journal of Bilingual Education and Bilingualism. CrossrefGoogle Scholar