Journal of Immersion and Content-Based Language Education 9:1
[Journal of Immersion and Content-Based Language Education, 9:1] 2021. iii, 154 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
-
Editorialpp. 1–3
-
Are CLIL texts too complicated? A computational analysis of their linguistic characteristicsAmaia 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 schoolsKatja Lochtman | pp. 31–57
-
Foreign language motivation in primary education students: The effects of additional CLIL and genderFrancisco Gallardo-del-Puerto & Zeltia Blanco-Suárez | pp. 58–84
-
Sketching a motivational landscape: Motivational variation within bilingual secondary education in the NetherlandsTessa Mearns & Nivja de Jong | pp. 85–111
-
Phonological development in Spanish immersion: A comparison of programmatic contextMandy R. Menke | pp. 112–144
-
Kumiko Murata (Ed.), English-Medium Instruction from an English as a lingua franca perspectiveReviewed by Samantha M. Curle | pp. 145–149
-
Liss Kerstin Sylvén, Investigating content and language integrated learning. Insights from Swedish high schoolsReviewed by Dominik Rumlich | pp. 150–154
Articles
Book reviews