Journal of Immersion and Content-Based Language Education

The Journal of Immersion and Content-Based Language Education (JICB)invites research and theoretical papers related to all levels (from pre-Kindergarten to university) of language education contexts in which language is used as the vehicle to teach subject matter content, including but not limited to: bi- and multilingual education; all forms of language immersion education that strive for additive bilingualism; subject-matter driven minority, heritage, and Indigenous language education; dual language education; content-based language instruction (CBI); content and language integrated learning (CLIL); English-medium instruction (EMI); language across the curriculum; sheltered English as a second language (ESL); language for specific and academic purposes. More details can be found in the general submission guidelines.

JICB editors welcome submissions that report on empirical research and/or offer theoretical discussions, with a preference for innovative submissions that push the field forward and generate new knowledge. The content of the journal is geographically broad and multidisciplinary (e.g., education; applied linguistics; anthropology; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). The JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods, action research).

Peer Review Policy: All articles submitted to this journal undergo rigorous peer review, based on initial editor screening and blind review by at least three anonymous referees.

JICB publishes its articles Online First.

Editorial email address: jicb at

ISSN 2212-8433 | E-ISSN 2212-8441
Sample issue: JICB 5:1
Laurent Cammarata | University of Alberta | jicb at
Pádraig Ó Duibhir | Dublin City University | jicb at
Book Review Editors
Susan Ballinger | McGill University
David Lasagabaster | University of the Basque Country
Editorial Board
Siv Björklund | Åbo Akademi University
Claudine Brohy | Université de Fribourg
Tara Fortune | University of Minnesota
Julia Hüttner | University of Vienna
Ester J. de Jong | University of Florida
Angel M.Y. Lin | Simon Fraser University
Ana Llinares | Universidad Autónoma de Madrid
Yuen Yi Lo | University of Hong Kong
Karita Mård-Miettinen | University of Jyväskylä
Teresa L. McCarty | University of California, Los Angeles
T.J. Ó Ceallaigh | Mary Immaculate College, University of Limerick
Yolanda Ruiz de Zarobe | University of the Basque Country
Rita Elaine Silver | National Institute of Education, Singapore
Marguerite Ann Snow | California State University, Los Angeles
Diane J. Tedick | University of Minnesota
Enlli Thomas | Bangor University
Tony Trinick | The University of Auckland
Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota

Editorial email address: jicb at

Subscription Info
Current issue: 10:1, available as of April 2022

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 11 (2023): 2 issues; ca. 300 pp. EUR 161.00 EUR 191.00
Volume 10 (2022): 2 issues; ca. 300 pp. EUR 161.00 EUR 187.00

Individuals may apply for a special subscription rate of EUR 70.00 (online‑only: EUR 65.00)
Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.

Available back-volumes

Online-only Print + online
Complete backset
(Vols. 1‒9; 2013‒2021)
18 issues;
2,700 pp.
EUR 1,349.00 EUR 1,516.00
Volumes 8‒9 (2020‒2021) 2 issues; avg. 300 pp. EUR 161.00 each EUR 187.00 each
Volume 7 (2019) 2 issues; 300 pp. EUR 153.00 EUR 178.00
Volume 6 (2018) 2 issues; 300 pp. EUR 149.00 EUR 173.00
Volume 5 (2017) 2 issues; 300 pp. EUR 145.00 EUR 168.00
Volume 4 (2016) 2 issues; 300 pp. EUR 145.00 EUR 163.00
Volume 3 (2015) 2 issues; 300 pp. EUR 145.00 EUR 158.00
Volume 2 (2014) 2 issues; 300 pp. EUR 145.00 EUR 153.00
Volume 1 (2013) 2 issues; 300 pp. EUR 145.00 EUR 149.00

Volume 10 (2022)

Volume 9 (2021)

Volume 8 (2020)

Volume 7 (2019)

Volume 6 (2018)

Volume 5 (2017)

Volume 4 (2016)

Volume 3 (2015)

Volume 2 (2014)

Volume 1 (2013)

Latest articles

15 September 2022

  • Looking back and looking forward : An afterword
    Diane J. Tedick
  • 8 September 2022

  • Progress, Challenges, and Trajectories for Indigenous Language Content-Based Instruction in the United States and Canada
    William H. Wilson , Ryan DeCaire , Brooke Niiyogaabawiikwe Gonzalez Teresa L. McCarty
  • 30 August 2022

  • ITE provision in minority language contexts : The case of Wales and Ireland
    Enlli M. Thomas Claire M. Dunne
  • 8 August 2022

  • A language socialisation perspective on Swedish immersion in Finland : Students, teachers, and parents as key actors
    Siv Björklund , Karita Mård-Miettinen Sanna Pakarinen
  • 4 July 2022

  • Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language integration for assessment in a bilingual education program
    Tom Morton
  • 27 June 2022

  • Bee Bond . 2020. Making Language Visible in the University. English for Academic Purposes and Internationalisation
    Reviewed by Noelia Ruiz-Madrid
  • 24 June 2022

  • CLIL in the 21st Century : Retrospective and prospective challenges and opportunities
    Christiane Dalton-Puffer , Julia Hüttner Ana Llinares
  • 20 June 2022

  • Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives
    Katja Mäntylä , Anssi Roiha Hannele Dufva
  • 10 June 2022

  • Integration in TWBE : Opportunities, challenges, and possibilities
    Ester J. de Jong , Katherine Barko Alva Tuba Yilmaz
  • 31 May 2022

  • Disciplinary boundary crossings in collaborative CLIL in higher education
    Héctor Fabio Bianchá Ramírez , Shamir Shah , Jhonny Segura Antury Silvia Juliana Castro López
  • 19 April 2022

  • Editorial
    JICB 10:1 (2022) pp. 1–4
  • 28 March 2022

  • Learning a foreign language in immersion and second language acquisition contexts – students’ multilingual experiences with French in Ireland
    Michael Markey | JICB 10:1 (2022) pp. 33–61
  • 18 March 2022

  • A continuum of teacher collaboration to enhance the effectiveness of bilingual education programmes
    Yuen Yi Lo , Scarlet Poon Xiaochen Rui
  • 2 March 2022

  • EMI as discursive positioning : Exploring the voices of content subject teachers in Hong Kong
    John Trent
  • 25 February 2022

  • The monolingual bias : A critical analysis
    Fred Genesee
  • 10 December 2021

  • Student-teacher interaction in CLIL and non-CLIL elementary education : A case study of verbal-pedagogical strategies and participation during read alouds in a Natural Science classroom
    Rafael Alejo-González , Manuel Lucero , Mary Schleppegrell Ana Sánchez
  • 16 November 2021

  • Kim Bower , Do Coyle , Russell Cross Gary N. Chambers (Eds.). 2020. Curriculum Integrated Language Teaching: CLIL practice
    Reviewed by Carmel Mary Coonan
  • 9 November 2021

  • Chan . 2019. Chinese literacy learning in an immersion program
    Reviewed by Xi Chen Michelle R. Y. Huo | JICB 10:1 (2022) pp. 143–145
  • Diane J. Tedick Roy Lyster . 2020. Scaffolding Language Development in Immersion and Dual Language Classrooms
    Reviewed by Lauren Schellenberg Caroline Riches | JICB 10:1 (2022) pp. 139–142
  • 1 November 2021

  • Content and language integrated learning (CLIL) and the linguistic difficulties of Saudi students learning algebra
    Russina A Eltoum
  • 27 August 2021

  • The agency of CLIL primary school teachers in Austria
    Marie-Theres Gruber Sarah Mercer | JICB 10:1 (2022) p. 90
  • 27 July 2021

  • Coordinating, communicating, and combining languages in local immersion education policy reform in Finland
    Mari Bergroth | JICB 10:1 (2022) pp. 113–138
  • 12 July 2021

  • Introduction : Issues and perspectives on student diversity and content-based language education
    Fred Genesee Diane J. Tedick | JICB 9:2 (2021) pp. 155–163
  • 3 June 2021

  • Exploring conceptions of reading risk and program-specific literacy outcomes for Spanish speakers in dual language and English-medium programs
    Sabina Rak Neugebauer Elizabeth R. Howard | JICB 9:2 (2021) pp. 252–278
  • 25 May 2021

  • Partner language development in TWI : Teachers’ beliefs and practices
    Dawn Navejas | JICB 10:1 (2022) pp. 62–89
  • 6 May 2021

  • Immersion in a minority language : The performance in English reading and mathematics of primary-level students in Irish-medium schools in areas of socioeconomic disadvantage
    Karen Ní Chlochasaigh , Gerry Shiel Pádraig Ó Duibhir | JICB 9:2 (2021) pp. 279–309
  • 13 April 2021

  • “More languages means more lights in your house” : Illuminating the experiences of newcomer families in French immersion
    Stephen Davis , Susan Ballinger Mela Sarkar | JICB 9:2 (2021) pp. 336–363
  • Bilingual outcomes for a student with Down Syndrome in French immersion
    Sarah Martin , Christina Hodder , Emily Merritt , Ashley Culliton , Erin Pottie Elizabeth Kay-Raining Bird | JICB 9:2 (2021) pp. 223–251
  • 8 April 2021

  • Foreign language motivation in primary education students : The effects of additional CLIL and gender
    Francisco Gallardo-del-Puerto Zeltia Blanco-Suárez | JICB 9:1 (2021) pp. 58–84
  • Sketching a motivational landscape : Motivational variation within bilingual secondary education in the Netherlands
    Tessa Mearns Nivja de Jong | JICB 9:1 (2021) p. 85
  • Guidelines

    - General submission guidelines

    - Book review guidelines

    Please register as reviewer on the submission and tracking site of JICB.


    The Journal of Immersion and Content-Based Language Education (JICB) offers online submission .

    Before submitting, please consult the guidelines and the Short Guide to EM for Authors.

    If you are not able to submit online, or for any other editorial correspondence, please contact the editors via e-mail: jicb at


    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices. Please read this Ethics Statement.

    Rights and Permissions

    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.

    This journal offers the possibility for accepted papers to be published Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax); more information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee; information on the institutions and which articles qualify, can be found on this page.


    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.


    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General