Article published In:
Journal of Immersion and Content-Based Language Education
Vol. 12:2 (2024) ► pp.162191
References (37)
References
Ai, H., & Lu, X. (2013). A corpus-based comparison of syntactic complexity in NNS and NS university students’ writing. In Díaz-Negrillo, P. Ballier, & P. Thomson (Eds), Automatic Treatment and Analysis of Learner Corpus Data, 249–264. John Benjamins. [URL]. DOI logo
Ament, J., & Pérez-Vidal, C. (2015). Linguistic outcomes of English medium instruction programmes in higher education: A study on Economics undergraduates at a Catalan university. Higher Learning Research Communications, 5 (1), 47–68. DOI logoGoogle Scholar
Brinton, D. M., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction (Classics ed.). University of Michigan Press. DOI logoGoogle Scholar
Bulté, B., & Housen, A. (2015). Evaluating short-term changes in L2 complexity development. Círculo de Lingüística Aplicada a la Comunicación, 63 (4), 42–76. DOI logoGoogle Scholar
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume, Council of Europe Publishing, Strasbourg, available at [URL]
Coyle, Y., & Roca de Larios, J. (2014). Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task. Studies in Second Language Acquisition, 36 (3), 451–485. DOI logoGoogle Scholar
Coyle, Y., & de Larios, J. R. (2020). Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings. System, 95 1, 102374. DOI logoGoogle Scholar
Dueñas, M. (2003). A description of prototype models for content-based language instruction in higher education. Bells: Barcelona English Language & Literature Studies, 121. [URL]
Friedl, G., & Auer, M. (2007). Erläuterungenzur novellierung der reifeprufungsverordnung fur AHS, lebende fremdsprachen (Rating scale used for assessment of the writing task). BIFIE. [URL]
Genesee, F., & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content-based language Education, 1 (1), 3–33. DOI logoGoogle Scholar
Grim, F. (2008). Integrating focus on form in L2 content-enriched instruction lessons. Foreign Language Annals, 41 (2), 321–346. DOI logoGoogle Scholar
Hanaoka, O. (2007). Noticing from models and reformulations: A case study of two Japanese EFL Learners. Sophia Linguistica, 541, 167–192.Google Scholar
Jexenflicker, S., & Dalton-Puffer, C. (2010). The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language Use and Language Learning in CLIL Classrooms (pp. 169–189). John Benjamins. DOI logoGoogle Scholar
Lasagabaster, D., Doiz, A., & Pavón, V. (2018). Undergraduates’ beliefs about the role of language and team teaching in EMI courses at University. Rassegna Italiana di Linguistica Applicata, 50 (2–3), 111–127. [URL]
Long, M. H. & Robinson, P. (1998). Focus on form theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 5–41). Cambridge University Press.Google Scholar
Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15 (4), 474–496. DOI logoGoogle Scholar
(2012). The relationship of lexical richness to the quality of ESL learners’ oral narratives. The Modern Language Journal, 96 (2), 190–208. DOI logoGoogle Scholar
Lyster, R. (2017). Content-based language teaching. Routledge. DOI logoGoogle Scholar
Navarro Gil, N. (2018). Reflexive metadiscourse in a corpus of Spanish bachelor dissertations in EFL. Research in Corpus Linguistics, 61, 29–49. DOI logo
Navarro-Gil, N. (2019). The effects of a content-based language course on students’ academic vocabulary production. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2), 25–42. DOI logoGoogle Scholar
Paquot, M., & Plonsky, L. (2017). Quantitative research methods and study quality in learner corpus research. International Journal of Learner Corpus Research, 3 (1), 61–94. DOI logoGoogle Scholar
Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15 (3), 315–341. DOI logoGoogle Scholar
Polio, C., & Yoon, H. J. (2018). The reliability and validity of automated tools for examining variation in syntactic complexity across genres. International Journal of Applied Linguistics, 28 (1), 165–188. DOI logoGoogle Scholar
Räisänen, C., & Fortanet-Gómez, I. (2008). The state of ESP teaching and learning in Western European higher education after Bologna. ESP in European Higher Education: Integrating Language and Content, 41, 11–51. DOI logoGoogle Scholar
Ready, D., & Wesche, M. (1992). An evaluation of the University of Ottawa’s sheltered program: Language teaching strategies that work. In R. J. Courchêne, J. I. Glidden, S. T. John, & C. Therien (Eds.), Comprehension-based second language teaching (pp. 389–404). University of Ottawa Press.Google Scholar
Rodgers, D. M. (2006). Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal, 90 (3), 373–386. DOI logoGoogle Scholar
Rogier, D. (2012). The effects of English-medium instruction on language proficiency of students enrolled in higher education in the UAE. (Doctoral dissertation). University of Exeter. [URL]
Römer, U. (2011). Corpus research applications in second language teaching. Annual Review of Applied Linguistics, 311, 205225. DOI logoGoogle Scholar
Roquet, H., & Pérez-Vidal, C. (2017). Do productive skills improve in content and language integrated learning (CLIL) contexts? The case of writing. Applied Linguistics, 38 (4), 489–511. DOI logoGoogle Scholar
Roquet, H., Vraciu, A., & Nicolás, F. (2019). The effect of amount of exposure to English medium instruction programmes in higher education: The case of morphosyntax. In L. Marqués-Pascual & A. Cortijo-Ocaña (Eds.), Second and Third Language Acquisition in Bilingual Contexts. (pp. 69–106). Delaware: Juan de la Cuesta, ISBN: 978-1-58871-338-4.Google Scholar
Roquet, H., Vraciu, A., Nicolás, F., & Pérez-Vidal, C. (2022). Adjunct instruction in higher education: Examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism, 25 (4): 1377–1398. DOI logoGoogle Scholar
Ruiz de Zarobe, Y. (2010). Written production and CLIL: An empirical study. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language Use and Language Learning in CLIL Classrooms (pp. 191–209). John Benjamins. DOI logoGoogle Scholar
Skehan, P., & Foster, P. (1997). Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1 (3), 185–211. DOI logoGoogle Scholar
Snow, M. A., & Brinton, D. M. (1988). Content-based language instruction: Investigating the effectiveness of the adjunct model. TESOL Quarterly, 22 (4), 553–574. DOI logoGoogle Scholar
Wolfe-Quintero, K., S. Inagaki, & Kim, H. (1998). Second language development in writing: Measures of fluency, accuracy and complexity. University of Hawai’i at Manoa. DOI logoGoogle Scholar
Zhang, M., & Pladevall-Ballester, E. (2021). Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education, 35 (4), 357–374. DOI logoGoogle Scholar