Article published in:
Journal of Immersion and Content-Based Language Education
Vol. 5:1 (2017) ► pp. 135139

Full-text

Commentary on Rumlich dissertation summary
References

References

Admiraal, W., Westhoff, G., & de Bot, K.
(2006) Evaluation of bilingual secondary education in the Netherlands: Students’ language proficiency in English. Educational Research and Evaluation, 12, 75–93. CrossrefGoogle Scholar
Breidbach, S., & Viebrock, B.
(2013) Content and language integrated learning (CLIL) in Europe: Research perspectives on policy and practice. Frankfurt: Peter Lang. CrossrefGoogle Scholar
Dalton-Puffer, C.
(2011) Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. CrossrefGoogle Scholar
Dörnyei, Z., Csizér, K., & Németh, N.
(2006) Motivation, language attitudes and globalisation: A Hungarian perspective. Bristol, UK: Multilingual Matters.Google Scholar
Graddol, D.
(2006) English next: Why global English may mean the end of ‘English as a foreign language’. London: British Council.Google Scholar
Lasagabaster, D., & Doiz, A.
(2015) A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 1–26. CrossrefGoogle Scholar
Merino, J. A., & Lasagabaster, D.
(2015) CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 1–14. CrossrefGoogle Scholar
Pérez-Cañado, M. L.
(2012) CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism, 15, 315–341. CrossrefGoogle Scholar
Rumlich, D.
(2016) Evaluating bilingual education in Germany: CLIL students’ general English proficiency, EFL self-concept and interest. Frankfurt: Peter Lang. CrossrefGoogle Scholar
Ushioda, E.
(2009) A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 215–228). Bristol, UK: Multilingual Matters.Google Scholar