Journal of Immersion and Content-Based Language Education

Main information
Editors
ORCID logoLaurent Cammarata | University of Alberta | jicb at ualberta.ca
ORCID logoPádraig Ó Duibhir | Dublin City University | jicb at ualberta.ca
Book Review Editors
ORCID logoSusan Ballinger | McGill University
David Lasagabaster | University of the Basque Country

Editorial email address: jicb@ualberta.ca

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.

Browse journal on John Benjamins e-Platform
ISSN: 2212-8433 | E-ISSN: 2212-8441
DOI logo
https://doi.org/10.1075/jicb
Latest articles

21 November 2022

  • Editorial
    JICB 10:2 (2022) pp. 147–152

    • 3 November 2022

  • Thematic patterns, Cognitive Discourse Functions, and genres : Towards an Integrative Model for CLIL
    Yanming (Amy) Wu &  Angel M. Y. Lin | JICB 10:2 (2022) pp. 230–264

    • 1 November 2022

  • From EFL teacher to CLIL teacher in Estonia : Designing and implementing an in-service CLIL teacher training course for EFL teachers
    Nina Raud &  Olga Orehhova | JICB 11:1 (2023) pp. 109–136

    • 15 September 2022

  • Looking back and looking forward : An afterword
    Diane J. Tedick | JICB 10:2 (2022) pp. 400–415

    • 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 | JICB 10:2 (2022) pp. 343–373

    • 30 August 2022

  • ITE provision in minority language contexts : The case of Wales and Ireland
    Enlli M. Thomas &  Claire M. Dunne | JICB 10:2 (2022) pp. 374–399

    • 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 | JICB 10:2 (2022) pp. 323–342

    • 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 | JICB 10:2 (2022) pp. 302–322

    • 27 June 2022

  • Bee Bond . 2020. Making Language Visible in the University. English for Academic Purposes and Internationalisation
    Reviewed by Noelia Ruiz-Madrid | JICB 11:1 (2023) pp. 137–140

    • 24 June 2022

  • CLIL in the 21st Century : Retrospective and prospective challenges and opportunities
    Christiane Dalton-Puffer , Julia Hüttner &  Ana Llinares | JICB 10:2 (2022) pp. 182–206

    • 20 June 2022

  • Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives
    Katja Mäntylä , Anssi Roiha &  Hannele Dufva | JICB 11:1 (2023) pp. 29–54

    • 10 June 2022

  • Integration in TWBE : Opportunities, challenges, and possibilities
    Ester J. de Jong , Katherine Barko Alva &  Tuba Yilmaz | JICB 10:2 (2022) pp. 286–301

    • 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 | JICB 11:1 (2023) p. 90

    • 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 | JICB 10:2 (2022) pp. 207–229

    • 2 March 2022

  • EMI as discursive positioning : Exploring the voices of content subject teachers in Hong Kong
    John Trent | JICB 10:2 (2022) pp. 265–285

    • 25 February 2022

  • The monolingual bias : A critical analysis
    Fred Genesee | JICB 10:2 (2022) pp. 153–181

    • 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 | JICB 11:1 (2023) p. 4

    • 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 | JICB 11:1 (2023) pp. 141–144

    • 9 November 2021

  • Chan Lü . 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 | JICB 11:1 (2023) pp. 55–89
    • Issues

    Volume 11 (2023)

    Issue 1

    Volume 10 (2022)

    Issue 2
    10th Anniversary Celebration
    Issue 1

    Volume 9 (2021)

    Issue 2
    Issues and Perspectives on Student Diversity and Content-Based Language Education
    Issue 1

    Volume 8 (2020)

    Issue 2
    Issue 1

    Volume 7 (2019)

    Issue 2
    Teaching, Learning and Scaffolding in CLIL Science Classrooms
    Issue 1

    Volume 6 (2018)

    Issue 2
    Teacher education and professional development for immersion and content-based instruction
    Issue 1

    Volume 5 (2017)

    Issue 2
    Issue 1

    Volume 4 (2016)

    Issue 2
    Issue 1

    Volume 3 (2015)

    Issue 2
    Issue 1

    Volume 2 (2014)

    Issue 2
    Language Immersion Education
    Issue 1

    Volume 1 (2013)

    Issue 2
    Issue 1
    Board
    Editorial Board
    ORCID logoSiv Björklund | Åbo Akademi University
    Claudine Brohy | Université de Fribourg
    Tara Fortune | University of Minnesota
    Julia Hüttner | University of Vienna
    ORCID logoEster J. de Jong | University of Florida
    Angel M.Y. Lin | Simon Fraser University
    Ana Llinares | Universidad Autónoma de Madrid
    ORCID logoYuen 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
    ORCID logoYolanda Ruiz de Zarobe | University of the Basque Country
    Rita Elaine Silver | National Institute of Education, Singapore
    Marguerite Ann Snow | California State University, Los Angeles
    ORCID logoDiane J. Tedick | University of Minnesota
    ORCID logoEnlli Thomas | Bangor University
    Tony Trinick | The University of Auckland
    Anne-Marie Truscott de Mejía | Universidad de los Andes, Bogota
    Subscription Info
    Current issue: 10:2, available as of November 2022
    Next issue: 11:1, expected May 2023

    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

    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. 1‒10; 2013‒2022)    		 20 issues;
    3,000 pp.    		 EUR 1,510.00 EUR 1,703.00
    Volumes 8‒10 (2020‒2022) 2 issues; avg. 300 pp. EUR 161.00 per volume EUR 187.00 per volume
    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
    Guidelines

    - General submission guidelines

    - Book review guidelines

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

    Submission

    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 ualberta.ca

    Articles under consideration are double-blind peer-reviewed and decisions on all published content are made by the editors.

    Ethics

    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.

    Archiving

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

    Subjects

    Linguistics

    Applied linguistics
    Multilingualism
    Language teaching
    Language acquisition

    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General