Journal of Immersion and Content-Based Language Education

• Editorial
  pp. 1–3
Articles
• Are CLIL texts too complicated? A computational analysis of their linguistic characteristics
  Amaia Aguirregoitia Martinez, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios | pp. 4–30
• Does CLIL promote intercultural sensitivity? A case-study in Belgian CLIL and non-CLIL secondary schools
  Katja Lochtman | pp. 31–57
• Foreign language motivation in primary education students: The effects of additional CLIL and gender
  Francisco Gallardo-del-Puerto & Zeltia Blanco-Suárez | pp. 58–84
• Sketching a motivational landscape: Motivational variation within bilingual secondary education in the Netherlands
  Tessa Mearns & Nivja de Jong | pp. 85–111
• Phonological development in Spanish immersion: A comparison of programmatic context
  Mandy R. Menke | pp. 112–144
Book reviews
• Kumiko Murata (Ed.). 2019. English-Medium Instruction from an English as a lingua franca perspective
  Reviewed by Samantha M. Curle | pp. 145–149
• Liss Kerstin Sylvén (Ed.). 2019. Investigating content and language integrated learning. Insights from Swedish high schools
  Reviewed by Dominik Rumlich | pp. 150–154

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