Journal of Immersion and Content-Based Language Education

• Editorial
  pp. v–vii
• A note of thanks to our reviewers: Go raibh maith agat, Takk skal du ha, Tack, Merci, Gracias, Kiitos, Vielen Dank, 谢谢, Tak, Dank je, Grazie, ありがとう, Thank You!
  pp. viii–ix
Refereed Articles
• Bucking the trend? Motivational differences between boys and girls who opt in or out of bilingual education
  Tessa Mearns & Rick de Graaff | pp. 1–26
• Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context
  Dina Lialikhova | pp. 27–56
• Definiteness in written Swedish by Finnish-speaking immersion pupils at the end of immersion: A comparison with non-immersion pupils
  Eeva-Liisa Nyqvist | pp. 57–84
• CLIL at the linguistic interfaces
  M. Juncal Gutiérrez-Mangado & María Martínez-Adrián | pp. 85–112
Perspectives on New Research
• Assessment for learning in the CLIL classroom
  Rachel Basse | pp. 113–137
• Commentary on Basse dissertation summary
  Do Coyle | pp. 138–143
Book reviews
• Tarja Nikula, Emma Dafouz, Pat Moore & Ute Smit (Eds.). 2016. Conceptualising Integration in CLIL and Multilingual Education
  Reviewed by Smadar Donitsa-Schmidt | pp. 145–148
• Slobodanka Dimova, Anna Kristina Hultgren & Christian Jensen (Eds.). 2015. English-Medium Instruction in European Higher Education
  Reviewed by Robert Wilkinson | pp. 149–152

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