Ballinger, Susan, Laurent Cammarata, Marianne Barker & Lana Zeaiter
2024.
Teacher content-language awareness in Canadian immersion teacher education programs.
Language Awareness 33:4
► pp. 772 ff.

Banegas, Darío Luis & Rodrigo Arellano
2024.
Teacher language awareness in CLIL teacher education in Argentina, Colombia, and Ecuador: a multiple case study.
Language Awareness 33:4
► pp. 707 ff.

de Boer, Mark Antony & Dmitri Leontjev
2024.
Content knowledge for language teaching: dialectical materialist stance on developing teacher language awareness.
Language Awareness 33:4
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Domke, Lisa M. & María A. Cerrato
2024.
Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review Across Program Types.
Review of Educational Research 
Domke, Lisa M., Laura A. May, Melody Kung, Lauren Coleman, Michael Vo & Gary E. Bingham
2024.
Preservice teachers learning to integrate language within content instruction in dual language classrooms.
Journal of Multilingual and Multicultural Development 45:9
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Huang, Yi-Ping
2024.
Course and Materials Design as Epistemic Agency. In
Curriculum and Teaching in Primary CLIL in Taiwan,
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Huang, Yi-Ping
2024.
Theorizing CLIL Teacher Agency: An Ecological Perspective. In
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Kim, Sujin & Jung Yeon Park
2024.
Critical awareness toward Content-Language Integrated Education for Multilingual Learners (CA-CIEML): a survey study about teachers’ ideological beliefs and attitudes.
Language Awareness 33:2
► pp. 261 ff.

Kim, Sujin, Jung Yeon Park & Manqian Zhao
2024.
Content teachers’ beliefs and attitudes toward working with multilingual learners through integrative approaches.
Frontiers in Education 9

Mocanu, Vasilica & Alexandra Vraciu
2024.
Lecturer identity as a nexus between EMI planning and practice: a case study at the University of Lleida (Spain).
Current Issues in Language Planning ► pp. 1 ff.

Mönch, Corinna & Silvija Markic
2024.
Elements constituting and influencing in-service secondary chemistry teachers’ pedagogical scientific language knowledge.
Chemistry Education Research and Practice 25:1
► pp. 25 ff.

Nyqvist, Eeva-Liisa, Anne-Maj Åberg & Siv Björklund
Ní Dhiorbháin, Aisling, Sylvaine Ní Aogáin & Pádraig Ó Duibhir
2024.
‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers.
Teacher Development 28:4
► pp. 475 ff.

Ní Dhuinnín, Sarah, TJ Ó Ceallaigh & Sylvaine Ní Aogáin
Rutgers, Dieuwerke
2024.
Teacher language awareness for CLIL in multilingual settings: insights from across UK and Dutch primary classrooms.
Language Awareness 33:4
► pp. 793 ff.

Tai, Tzu-Yu
2024.
Exploring the effects of intelligent personal assistants on bilingual education teachers’ L2 speaking proficiency.
Interactive Learning Environments ► pp. 1 ff.

Yeo, Marie Alina & Jonathan Mark Newton
2024.
The four strands: A simplified approach to SLA for CLIL.
TESOL Journal 
Goodspeed, Lauren, Kate Paesani, Mandy Menke & Helena Ruf
2023.
Postsecondary French, German, and Spanish teachers' conceptualizations of social justice: A case study.
Foreign Language Annals 56:4
► pp. 867 ff.

Gülşen, Erhan & Kenan Dikilitaş
İnci Kavak, Vildan & Yasemin Kırkgöz
2023.
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Ruiz-Cecilia, Raúl, Leopoldo Medina-Sánchez & Antonio-Manuel Rodríguez-García
2023.
Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review.
Mathematics 11:6
► pp. 1347 ff.

Scherzinger, Luisa & Taiga Brahm
2023.
A systematic review of bilingual education teachers’ competences.
Educational Research Review 39
► pp. 100531 ff.

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
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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
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Seah, Lay Hoon, Rita Elaine Silver & Mark Charles Baildon
2022.
Introduction to the Volume: Mapping the Language-Related Knowledge Base for Content Teaching. In
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Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
2021.
Finska språkbadselevers bruk av svensk passiv.
Nordand 16:1
► pp. 36 ff.

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.

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.

Cammarata, Laurent & T.J. Ó Ceallaigh
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
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Lo, Yuen Yi
2020.
Theoretical Models of Professional Development Programmes for CLIL Teachers. In
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Lo, Yuen Yi
2020.
Introduction. In
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Lo, Yuen Yi
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Who Are CLIL Teachers and What Do They Need?. In
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Lo, Yuen Yi
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Conclusion. In
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Lo, Yuen Yi
2024.
From EMI to CLIL: negotiating teacher identity.
Journal of Multilingual and Multicultural Development ► pp. 1 ff.

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.

Seah, Lay Hoon & Rita Elaine Silver
2022.
Unpacking the Language-Related Knowledge Components of Science Teachers Through the Language Awareness Lens. In
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Vu, Thi Thanh Nha
2020.
Training English-Medium Teachers: Theoretical and Implementational Issues. In
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Custodio Espinar, Magdalena
2019.
CLIL Teacher Education in Spain. In
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► pp. 313 ff.

Custodio-Espinar, Magdalena
2020.
Influencing Factors on In-Service Teachers’ Competence in Planning CLIL.
Latin American Journal of Content & Language Integrated Learning 12:2
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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.

Lindahl, Kristen & Kathryn I. Henderson
Lo, Yuen Yi & Angel M. Y. Lin
2019.
Content and Language Integrated Learning in Hong Kong. In
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Lo, Yuen Yi & Angel M. Y. Lin
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Content and Language Integrated Learning in Hong Kong. In
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Lo, Yuen Yi & Angel M.Y. Lin
Lo, Yuen Yi & Angel M. Y. Lin
Cammarata, Laurent & Martine Cavanagh
Cammarata, Laurent & Martine Cavanagh
Cammarata, Laurent & T. J. Ó Ceallaigh
Kampen, Evelyn van, Tessa Mearns, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry
Morton, Tom
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Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL).
International Journal of Bilingual Education and Bilingualism 21:3
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Tedick, Diane J. & Caleb Zilmer
Tedick, Diane J. & Caleb Zilmer
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
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This list is based on CrossRef data as of 9 january 2025. 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.