Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 4:2 (2016) ► pp. 144167
References
Baecher, L., Farnsworth, T., & Ediger, A
(2014) The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118–136. DOI logoGoogle Scholar
Ball, D.L., Thames, M.H., & Phelps, G.C
(2008) Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407. DOI logoGoogle Scholar
Berry, A., Loughran, J., & van Driel, J.H
(2008) Revisiting the roots of pedagogical content knowledge. International Journal of Science Education, 30(10), 1271–1279. DOI logoGoogle 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. DOI logoGoogle Scholar
Cenoz, J
(2015) Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28(1), 8–24. DOI logoGoogle Scholar
Cenoz, J., Genesee, F., & Gorter, D
(2014) Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262. DOI logoGoogle Scholar
Hodgen, J
(2011) Knowing and identity: A situated theory of mathematics knowledge in teaching. In T. Rowland & K. Ruthven (Eds.), Mathematical knowledge in teaching (pp. 27–42). Dordrecht: Springer/Kluwer. DOI logoGoogle Scholar
Hüttner, J., Dalton-Puffer, C., & Smit, U
(2013) The power of beliefs: Lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267–284. DOI logoGoogle Scholar
Kelle, U
(2005) “Emergence” vs. “forcing” of empirical data: A crucial problem of “grounded theory” reconsidered. Forum: Qualitative Social Research, 61. Retrieved from http://​www​.qualitative​-research​.net​/index​.php​/fqs​/article​/view​/467Google Scholar
Korthagen, F.A.J
(2010) Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behaviour and teacher learning. Teaching and Teacher Education, 26(1), 98–106. DOI logoGoogle Scholar
Lemke, J.L
(1990) Talking science: Language, learning and values. Norwood, NJ: Ablex.Google Scholar
Lin, A.M.Y
(2015) Conceptualising the potential role of L1 in CLIL. Language, Culture and Curriculum, 28(1), 74–89. DOI logoGoogle Scholar
Loughran, J., Mulhall, P., & Berry, A
(2004) In search of pedagogical content knowledge in science: Developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41(4), 370–391. DOI logoGoogle Scholar
Love, K
(2009) Literacy pedagogical content knowledge in secondary teacher education: Reflecting on oral language and learning across the disciplines. Language and Education, 23(6), 541–560. DOI logoGoogle Scholar
Lyster, R
(2007) Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Moore, P., & Lorenzo, F
(2007) Adapting authentic materials for CLIL classrooms: An empirical study. VIEWZ: Vienna English Working Papers, 161, 28–35. Retrieved from https://​anglistik​.univie​.ac​.at​/research​/views​/archive/Google Scholar
Mortimer, E.F., & Scott, P.H
(2003) Meaning making in secondary science classrooms. Maidenhead, UK: Open University Press.Google Scholar
Pérez Cañado, M.L
(2014) Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266–295. DOI logoGoogle Scholar
Richards, K
(2006) ‘Being the teacher’: Identity and classroom conversation. Applied Linguistics, 27(1), 51–77. DOI logoGoogle Scholar
Shulman, L
(1987) Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 571, 1–22. DOI logoGoogle Scholar
Speer, N.M
(2005) Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58(3), 361–391. DOI logoGoogle Scholar
Tan, M
(2011) Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research, 15(3), 325–342. DOI logoGoogle Scholar
Tedick, D.J., Christian, D., & Fortune, T.W
(2011) The future of immersion education: An invitation to ‘dwell in possibility’. In D.J. Tedick, D. Christian, & T.W. Fortune (Eds.), Immersion education: Practices, policies, possibilities (pp. 1–10). Bristol, England: Multilingual Matters. DOI logoGoogle Scholar
Cited by

Cited by 33 other publications

Bunch, George C.
2022. Commentary: What Do We Mean by “Language”? And Other Key Questions Related to Building a Language-Related Knowledge Base for Teachers. In The Role of Language in Content Pedagogy [Studies in Singapore Education: Research, Innovation & Practice, 4],  pp. 231 ff. DOI logo
Cammarata, Laurent & Martine Cavanagh
2018. In search of immersion teacher educators’ knowledge base. Journal of Immersion and Content-Based Language Education 6:2  pp. 189 ff. DOI logo
Cammarata, Laurent & Martine Cavanagh
2020. In search of immersion teacher educators’ knowledge base. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 39 ff. DOI logo
Cammarata, Laurent & T.J. Ó Ceallaigh
2020. Teacher education and professional development for immersion and content-based instruction. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 1 ff. DOI logo
Cammarata, Laurent & T. J. Ó Ceallaigh
2018. Teacher education and professional development for immersion and content-based instruction. Journal of Immersion and Content-Based Language Education 6:2  pp. 153 ff. DOI logo
Custodio Espinar, Magdalena
2019. CLIL Teacher Education in Spain. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 313 ff. DOI logo
Custodio-Espinar, Magdalena
2020. Influencing Factors on In-Service Teachers’ Competence in Planning CLIL. Latin American Journal of Content & Language Integrated Learning 12:2  pp. 207 ff. DOI logo
Doiz, Aintzane & David Lasagabaster
2020. Dealing with language issues in English-medium instruction at university: a comprehensive approach. International Journal of Bilingual Education and Bilingualism 23:3  pp. 257 ff. DOI logo
Domke, Lisa M., Laura A. May, Melody Kung, Lauren Coleman, Michael Vo & Gary E. Bingham
2022. Preservice teachers learning to integrate language within content instruction in dual language classrooms. Journal of Multilingual and Multicultural Development  pp. 1 ff. DOI logo
Hernández, Anita, Sylvia Bonscher, Patricia Recio, Johanna Esquivel & Melissa Hererra
2019. Crossing over. Journal of Immersion and Content-Based Language Education 7:1  pp. 88 ff. DOI logo
Kampen, Evelyn van, Tessa Mearns, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry
2018. How do we measure up?. Dutch Journal of Applied Linguistics 7:2  pp. 129 ff. DOI logo
Lindahl, Kristen & Kathryn I. Henderson
2019. The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals. Journal of Immersion and Content-Based Language Education 7:1  pp. 61 ff. DOI logo
Lo, Yuen Yi
2020. Introduction. In Professional Development of CLIL Teachers,  pp. 3 ff. DOI logo
Lo, Yuen Yi
2020. Who Are CLIL Teachers and What Do They Need?. In Professional Development of CLIL Teachers,  pp. 15 ff. DOI logo
Lo, Yuen Yi
2020. Theoretical Models of Professional Development Programmes for CLIL Teachers. In Professional Development of CLIL Teachers,  pp. 95 ff. DOI logo
Lo, Yuen Yi
2020. Conclusion. In Professional Development of CLIL Teachers,  pp. 143 ff. DOI logo
Lo, Yuen Yi & Constant Leung
2022. Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes. International Journal of Bilingual Education and Bilingualism 25:10  pp. 3816 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 963 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ],  pp. 1 ff. DOI logo
Lo, Yuen Yi & Angel M.Y. Lin
2021. Teaching, learning and scaffolding in CLIL science classrooms. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],  pp. 1 ff. DOI logo
Lo, Yuen Yi & Angel M. Y. Lin
2019. Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2  pp. 151 ff. DOI logo
Morton, Tom
2018. Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 21:3  pp. 275 ff. DOI logo
Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
2021. Finska språkbadselevers bruk av svensk passiv. Nordand 16:1  pp. 36 ff. DOI logo
Seah, Lay Hoon
2021. What Student Language Reveals About the Demands of Learning the Human Circulatory System. Research in Science Education 51:6  pp. 1529 ff. DOI logo
Seah, Lay Hoon & Rita Elaine Silver
2020. Attending to science language demands in multilingual classrooms: a case study. International Journal of Science Education 42:14  pp. 2453 ff. DOI logo
Seah, Lay Hoon & Rita Elaine Silver
2022. Unpacking the Language-Related Knowledge Components of Science Teachers Through the Language Awareness Lens. In The Role of Language in Content Pedagogy [Studies in Singapore Education: Research, Innovation & Practice, 4],  pp. 23 ff. DOI logo
Seah, Lay Hoon, Rita Elaine Silver & Mark Charles Baildon
2022. Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching. In The Role of Language in Content Pedagogy [Studies in Singapore Education: Research, Innovation & Practice, 4],  pp. 1 ff. DOI logo
Tedick, Diane J.
2022. Looking back and looking forward. Journal of Immersion and Content-Based Language Education 10:2  pp. 400 ff. DOI logo
Tedick, Diane J. & Caleb Zilmer
2018. Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. Journal of Immersion and Content-Based Language Education 6:2  pp. 269 ff. DOI logo
Tedick, Diane J. & Caleb Zilmer
2020. Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 119 ff. DOI logo
Troyan, Francis J., Laurent Cammarata & Jason Martel
2017. Integration PCK: Modeling the Knowledge(s) Underlying a World Language Teacher's Implementation of CBI. Foreign Language Annals 50:2  pp. 458 ff. DOI logo
Troyan, Francis John, Nicole King & Ahmed Bramli
2021. Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design. Foreign Language Annals 54:3  pp. 567 ff. DOI logo
Vu, Thi Thanh Nha
2020. Training English-Medium Teachers: Theoretical and Implementational Issues. In Higher Education in Market-Oriented Socialist Vietnam [International and Development Education, ],  pp. 283 ff. DOI logo

This list is based on CrossRef data as of 19 january 2023. 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.