Journal of Immersion and Content-Based Language Education

• Editorial
  pp. 1–3
Articles
• Capturing technical terms in spoken CLIL: A holistic model for identifying subject-specific vocabulary
  Angelika Rieder-Bünemann, Julia Hüttner, & Ute Smit | pp. 4–29
• Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history education
  Christiane Dalton-Puffer & Silvia Bauer-Marschallinger | pp. 30–60
• The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals
  Kristen Lindahl & Kathryn I. Henderson | pp. 61–87
• Crossing over: Professional development opportunities with preservice teachers and public school students in dual-language classrooms
  Anita Hernández, Sylvia Bonscher, Patricia Recio, Johanna Esquivel, & Melissa Hererra | pp. 88–114
• EMI teacher and student identities and linguistic practices: Tracing classroom tensions in a teacher development process
  Joan Catherine Ploettner | pp. 115–141
Book reviews
• Ana Llinares & Tom Morton (Eds.), Applied Linguistics Perspectives on CLIL
  Reviewed by Francisco Lorenzo | pp. 142–145
• BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer, & Åsa Wedin (Eds.), New Perspectives on Translanguaging and Education
  Reviewed by Kevin S. Carroll | pp. 146–149

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