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
Pádraig Ó Duibhir | Dublin City University
Perspectives on New Research Editors
Christiane Dalton-Puffer | University of Vienna
John Trent | Hong Kong Institute of Education
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
Diane Dagenais | Simon Fraser University
Tara Fortune | University of Minnesota
Tina M. Hickey | University College Dublin
Richard K. Hill | The University of Waikato
Julia Hüttner | University of Vienna
Ester J. de Jong | University of Florida
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
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
Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota

Editorial email address: jicb at

Subscription Info
Current issue: 8:1, available as of March 2020

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 9 (2021): 2 issues; ca. 300 pp. EUR 161.00 EUR 187.00
Volume 8 (2020): 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. 1‒7; 2013‒2019)
14 issues;
2,100 pp.
EUR 1,027.00 EUR 1,142.00
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 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

27 October 2020

  • Are CLIL texts too complicated? A computational analysis of their linguistic characteristics
    Amaia Aguirregoitia Martinez, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios
  • 14 September 2020

  • Kumiko Murata (Ed.). 2019. English-Medium Instruction from an English as a lingua franca perspective
    Reviewed by Samantha M. Curle
  • 31 August 2020

  • Building in language support in a Hong Kong CLIL chemistry classroom: An exploratory study
    Michael Kai-yip Tsang
  • 20 August 2020

  • Pádraig Ó Duibhir. 2018. Immersion Education. Lessons from a Minority Language Context
    Reviewed by Muiris Ó Laoire
  • 10 August 2020

  • A focus on language in the immersion language arts curriculum: Insights from a fourth-grade Portuguese classroom
    Blair Bateman, Michael Child & Eliane Berlendis Bueno
  • 8 July 2020

  • Does CLIL promote intercultural sensitivity? A case-study in Belgian CLIL and non-CLIL secondary schools
    Katja Lochtman
  • 3 July 2020

  • Ernesto Macaro. 2018. English Medium Instruction
    Reviewed by Patrick Studer
  • 14 May 2020

  • EMI lecturers’ practices in correcting English: Resources for language teaching?
    Guzman Mancho-Barés & Marta Aguilar-Pérez
  • 1 May 2020

  • Effects of input on L2 writing in English and Dutch: CLIL and non-CLIL learners in French-speaking Belgium
    Luk Van Mensel, Amélie Bulon, Isa Hendrikx, Fanny Meunier & Kristel Van Goethem
  • 31 March 2020

  • Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral interaction
    Celia Alfonso Pena & Elisabet Pladevall-Ballester | JICB 8:1 (2020) pp. 53–79
  • Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings: Does input quantity impact range and accuracy?
    Amélie Bulon | JICB 8:1 (2020) pp. 107–136
  • Influences of language input and production on the language skills of Persian-English bilingual immersion preschool children
    Bita Payesteh & Lizbeth H. Finestack | JICB 8:1 (2020) p. 80
  • Mapping lecturer questions and their pedagogical goals in Spanish- and English-medium instruction
    Davinia Sánchez-García | JICB 8:1 (2020) pp. 28–52
  • The positioning of English-medium of instruction: Winners and losers in “the game of EMI” at two Russian universities
    John Trent | JICB 8:1 (2020) p. 5
  • Teresa L. McCarty, Sheilah E. NicholasGillian Wigglesworth (Eds.). 2019. A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation
    Reviewed by Belinda Daniels & Andrea Sterzuk | JICB 8:1 (2020) pp. 141–144
  • Ko-Yin SungHsiao-Mei Tsai. 2019. Mandarin Chinese Dual Language Immersion Programs
    Reviewed by Sunny Man Chu Lau & Zhongfeng Tian | JICB 8:1 (2020) pp. 137–140
  • Editorial
    JICB 8:1 (2020) pp. 1–4
  • 20 March 2020

  • Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition
    Ellen Knell & Shin Chi Fame Kao
  • 25 September 2019

  • The role of language in scaffolding content & language integration in CLIL science classrooms
    Kok-Sing Tang | JICB 7:2 (2019) pp. 315–328
  • Language focused episodes by monolingual teachers in English Medium Instruction science lessons
    Jiangshan An, Ernesto Macaro & Ann Childs | JICB 7:2 (2019) pp. 166–191
  • Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”
    Peichang He & Angel M. Y. Lin | JICB 7:2 (2019) pp. 261–288
  • Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches
    Caroline Ho, June Kwai Yeok Wong & Natasha Anne Rappa | JICB 7:2 (2019) pp. 233–260
  • Scaffolding for cognitive and linguistic challenges in CLIL science assessments
    Yuen Yi Lo, Wai-mei Lui & Mona Wong | JICB 7:2 (2019) pp. 289–314
  • Teaching, learning and scaffolding in CLIL science classrooms
    Yuen Yi Lo & Angel M. Y. Lin | JICB 7:2 (2019) pp. 151–165
  • The positioning of Japanese in a secondary CLIL science classroom in Australia: Language use and the learning of content
    Marianne Turner | JICB 7:2 (2019) pp. 192–211
  • Teacher language awareness and scaffolded interaction in CLIL science classrooms
    Daozhi Xu & Gary James Harfitt | JICB 7:2 (2019) pp. 212–232
  • Guidelines

    - General submission guidelines

    - Book review guidelines

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


    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General