Learning and Teaching Languages Through Content
A counterbalanced approach
Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner’s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
[Language Learning & Language Teaching, 18] 2007. xii, 173 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
-
Tables and figures | p. ix
-
Preface | p. xi
-
1. Introduction | p. 1
-
2. Instructional practices at the interface of language and content | p. 25
-
3. Processing language through content | p. 59
-
4. Negotiating language through content | p. 87
-
5. Counterbalanced instruction | p. 125
-
-
Author index | p. 163
-
Subject index | p. 167
“Few people have as much experience with content-based language classrooms, particularly immersion classrooms, as Roy Lyster. His experience comes from teaching and researching French immersion programs, and many years of being a scholar and teacher educator in applied linguistics. The result is a highly readable and useful book, rooted in practice, research and theory.”
Merrill Swain, Ontario Institute for Studies in Education, University of Toronto
“This should be compulsory reading for anyone interested in language learning in content-based second language contexts. Lyster has provided a comprehensive and insightful analysis of language teaching and learning in CB classrooms that will be of interest to researchers, university students, and education practitioners alike. It is not only an indispensable reference work for researchers, but also a useful textbook for students interested in second language learning in classroom contexts.”
Fred Genesee, McGill University
Cited by (447)
Cited by 447 other publications
Austin, Jennifer, Patrick D. Thane, Stephanie A. Rodríguez & Michele Goldin
2024. The comprehension of clitic gender in child heritage and second language Spanish: evidence from a dual language program. Frontiers in Language Sciences 3 
Ballinger, Susan, Laurent Cammarata, Marianne Barker & Lana Zeaiter
2024. Teacher content-language awareness in Canadian immersion teacher education programs. Language Awareness ► pp. 1 ff.
Behera, Rashmi Ranjan, Chirashree Srabani Rath, Amulya Kumar Acharya, Trupti Subhrajyoti, Sujata Acharya & Rajesh Kumar
2024. Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner. Asian-Pacific Journal of Second and Foreign Language Education 9:1
Carabelli, Patricia
2024. Becoming a Content and Language Integrated Learning Specialist: Exploring the Voices of English Language Teachers in Uruguay. In Content and Language Integrated Learning in South America [Multilingual Education, 46], ► pp. 205 ff.
Chen, Mengyao, Jiahang Li & Yongling Zhang Gorke
2024. Chinese Immersion Teachers in the U.S.: Perceptions and Needs in Their Teacher Preparation Programs. Education Sciences 14:8 ► pp. 878 ff.
Ciambella, Fabio
2024. Teaching English as a Second Language with Shakespeare,
Gebhard, Christian Alexander
2024. Fremdsprachenunterricht im digitalen Lernraum: Internationalisierung zu Hause. In Medien-Räume [Perspektiven der Hochschuldidaktik, ], ► pp. 61 ff.
Guerrero-Gomez, Janire, María Orcasitas-Vicandi & Marta Kopinska
2024. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching
Huang, Dori & Johanna Watzinger‐Tharp
2024. The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing. Foreign Language Annals 57:2 ► pp. 472 ff.
K. Krishna Veni, M. Anand, M. Anish Alfred Vaz, S. Gomathi & K. Santhi Maheswari
2024. Enhancing Syntactic Competency Of Engineering Students In English Using CLIL. Journal of Advanced Zoology 45:S1 ► pp. 116 ff.
Nicoleta Florina, Mincă
2024. Conversation through Dramatic Games. Analele Universității din Craiova seria Philology- English /Annals of the University of Craiova series Philology-English' 2024 ► pp. 90 ff.
Ní Dhiorbháin, Aisling, Sylvaine Ní Aogáin & Pádraig Ó Duibhir
2024. ‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers. Teacher Development 28:4 ► pp. 475 ff.
Ní Dhuinnín, Sarah, TJ Ó Ceallaigh & Sylvaine Ní Aogáin
2024. Exploring immersion competencies in secondary education. Journal of Immersion and Content-Based Language Education
Papadopoulos, Isaak
2024. CLILing and Multiliteracing with very young learners: The case of English language‐enriched programme in Greek preschool. The Curriculum Journal
Rogan, Thomas
2024. Learning Irish and learning through Irish: a child’s perspective. The Language Learning Journal ► pp. 1 ff.
Steele, Jennifer L., Johanna Watzinger-Tharp, Robert O. Slater, Gregg Roberts-Aguirre & Karl Bowman
2024. Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion. The B.E. Journal of Economic Analysis & Policy 24:4 ► pp. 1101 ff.
Tedick, Diane J. & Corinne S. Mathieu
2024. Using a rubric as a mediational tool to assess pre-service immersion teacher development. Journal of Immersion and Content-Based Language Education
Zhou, Yongling
2024. A Scoping Review of Content-and-Language Integrated Learning. Frontiers in Science and Engineering 4:7 ► pp. 1 ff.
Azparren-Legarre, María Paz & María Camino Bueno-Alastuey
2023. Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course. Latin American Journal of Content & Language Integrated Learning 15:2 ► pp. 1 ff.
Bourgoin, Renée & Josée Le Bouthillier
2023. A task-based framework for oral language instruction in support of young language learners in French
immersion. TASK. Journal on Task-Based Language Teaching and Learning 3:1 ► pp. 74 ff.
Böttger, Heiner & Tanja Müller
2023. Learning in Two Languages. In Handbook of Research on Training Teachers for Bilingual Education in Primary Schools [Advances in Early Childhood and K-12 Education, ], ► pp. 208 ff.
Coyle, Do, Kim Bower, Yvonne Foley & Jonathan Hancock
2023. Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study. International Journal of Bilingual Education and Bilingualism 26:9 ► pp. 1031 ff.
Donoso-Herrera, Lizeth
2023. Vers le développement de la conscience métalinguistique des futurs enseignants de L2, LN et LNN. Folios :57 ► pp. 36 ff.
Felicetti, Vera Lucia, Maria Luisa Spicer-Escalante, Renato de Oliveira Brito & Alexandre Anselmo Guilherme
2023. Internacionalização na Educação Básica do Brasil: desafios na formação docente. Revista Iberoamericana de Educación 93:1 ► pp. 33 ff.
Fleta, M. Teresa
2023. Language and Content Learning Through Oracy at Pre-primary Education and in CLIL-Based Contexts. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ], ► pp. 297 ff.
Hermes, Mary Rose, Mel M. Engman, Meixi & James McKenzie
2023. Relationality and Ojibwemowin†in Forest Walks: Learning from Multimodal Interaction about Land and Language. Cognition and Instruction 41:1 ► pp. 1 ff.
Hong, Jiye
2023. Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings. Studies in Second Language Learning and Teaching 13:2 ► pp. 451 ff.
Llinares, Ana & Anne McCabe
2023. Systemic functional linguistics: the perfect match for content and language integrated learning. International Journal of Bilingual Education and Bilingualism 26:3 ► pp. 245 ff.
Lloyd, Jackie S. & Andrew H. Lee
2023. The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English. Language Teaching Research
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
2023. Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?. Irish Educational Studies 42:1 ► pp. 39 ff.
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
Martínez-Adrián, María & María Nieva-Marroquín
2023. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1197 ff.
Mayo, María del Pilar García & María Luquin
2023. Does repeated pre-task planning have an impact on form-focused LREs?. Language Teaching for Young Learners 5:2 ► pp. 149 ff.
Mehisto, Peeter, Liz Winter, Assel Kambatyrova & Kairat Kurakbayev
2023. CLIL as a conduit for a trilingual Kazakhstan. The Language Learning Journal 51:6 ► pp. 691 ff.
Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
2023. Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser. Folia Scandinavica Posnaniensia 33 ► pp. 14 ff.
Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
2021. Finska språkbadselevers bruk av svensk passiv. Nordand 16:1 ► pp. 36 ff.
Pastor Morate, Miriam
2023. Análisis del discurso en el aula AICLE: Estrategias lingüísticas y pedagógicas empleadas. NABE Journal of Research and Practice 13:1-2 ► pp. 44 ff.
Raud, Nina & Olga Orehhova
2023. From EFL teacher to CLIL teacher in Estonia. Journal of Immersion and Content-Based Language Education 11:1 ► pp. 109 ff.
Rivard, Léonard P. & Ndeye R. Gueye
2023. Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students. Journal of French Language Studies 33:2 ► pp. 197 ff.
Siekmann, Sabine & Joan Parker Webster
2023. Entering the Field: Teachers Doing Research in Indigenous Classrooms. In Multiliteracies Pedagogy and Language Teaching [Educational Linguistics, 60], ► pp. 3 ff.
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
2023. ‘Definitions did not effectively help my students’: Pre-service teachers’ language modification strategies in Thai language-driven CLIL classrooms. Language Teaching Research
Uhl, Patricia, Anja K. Steinlen & Thorsten Piske
2023. Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs. Languages 8:2 ► pp. 138 ff.
Wang, Yina, Yuan Peng, Lisa Alice Mitchell, Jianhua Hu, Pengkang Liu & Haipeng Tang
2023. Integration of Resilience Training and English Training through a Lens of Social Constructionism. Journal of Creativity in Mental Health 18:3 ► pp. 349 ff.
Zhu, Yan, Yue Liu, Nana Yang & Jonathan Newton
2023. Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China. Language Teaching Research
Álvarez-Cofiño, Ángela
2023. Early Literacy Development and Pre-primary CLIL. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ], ► pp. 315 ff.
B. Silva, Breno
2022. Incidental Lexical Learning and the Involvement Load Hypothesis. In Writing to Learn Academic Words [Second Language Learning and Teaching, ], ► pp. 21 ff.
Baker, Monica
2022. Empowering the Voices of Young Multilingual Learners in the ESL Classroom. In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication [Advances in Educational Technologies and Instructional Design, ], ► pp. 362 ff.
Banegas, Darío Luis
2022. Research into practice: CLIL in South America. Language Teaching 55:3 ► pp. 379 ff.
Björklund, Siv, Karita Mård-Miettinen & Sanna Pakarinen
2022. A language socialisation perspective on Swedish immersion in Finland. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 323 ff.
Domke, Lisa M., Laura A. May, Melody Kung, Lauren Coleman, Michael Vo & Gary E. Bingham
2022. Preservice teachers learning to integrate language within content instruction in dual language classrooms. Journal of Multilingual and Multicultural Development ► pp. 1 ff.
Dressler, Roswita & Katherine Mueller
2022. Pedagogical Strategies to Foster Target Language Use: A Nexus Analysis. The Canadian Modern Language Review 78:1 ► pp. 75 ff.
Gao, Xuesong
2022. Language Education and Teacher Awareness. In International Handbook on Education Development in Asia-Pacific, ► pp. 1 ff.
Gao, Xuesong
2023. Language Education and Teacher Awareness. In International Handbook on Education Development in the Asia-Pacific, ► pp. 715 ff.
Genesee, Fred
2022. The monolingual bias. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 153 ff.
GÜNDAY, Rıfat
2022. Yabancı dil eğitiminde içerik temelli öğretim modeli ve eylem odaklı yaklaşım. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :29 ► pp. 815 ff.
KÖROĞLU, Hayrettin & Mustafa Naci KAYAOĞLU
2022. TURKISH EFL PRE-SERVICE TEACHERS’ ORAL CORRECTIVE FEEDBACK PRACTICES. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi :24 ► pp. 127 ff.
Levchyk, Iryna
2022. SPECIFIC FEATURES OF THE ORGANIZATIONAL MODELS OF SPECIALTY BASED INTEGRATED LEARNING INTRODUCED IN UKRAINE. Grail of Science :12-13 ► pp. 575 ff.
Lister, Sarah
2022. Gamifying CLIL. In Handbook of Research on International Approaches and Practices for Gamifying Mathematics [Advances in Game-Based Learning, ], ► pp. 1 ff.
Lu, Yen-Hui
2022. A Case Study of EMI Teachers’ Professional Development: The Impact of Interdisciplinary Teacher Collaboration. RELC Journal 53:3 ► pp. 642 ff.
Navejas, Dawn
2022. Partner language development in TWI. Journal of Immersion and Content-Based Language Education 10:1 ► pp. 62 ff.
Peltoniemi, Annika & Mari Bergroth
2022. Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation. International Journal of Bilingual Education and Bilingualism 25:4 ► pp. 1324 ff.
Salvador-Garcia, Celina & Oscar Chiva-Bartoll
2022. The Nature of Integration in Physical Education Through CLIL: An Analysis of Cognitive Discourse Functions. Journal of Language, Identity & Education ► pp. 1 ff.
Sato, Takanori & Chantal Hemmi
2022. Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study. Language Learning in Higher Education 12:1 ► pp. 309 ff.
SPADA, NINA & PATSY M. LIGHTBOWN
2022. In it Together: Teachers, Researchers, and Classroom SLA. The Modern Language Journal 106:3 ► pp. 635 ff.
Suzuki, Noriko
2022. Effects of content-based instruction (CBI) on EFL secondary school learners’ writing. Journal of Immersion and Content-Based Language Education 10:1 ► pp. 5 ff.
Tedick, Diane J.
2022. Looking back and looking forward. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 400 ff.
Villabona, Nerea & Jasone Cenoz
2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1 ► pp. 36 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Arias de la Cruz, Andres
2021. EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University. Latin American Journal of Content & Language Integrated Learning 13:2 ► pp. 215 ff.
Barrios, Elvira
2021. CLIL and L1 Competence Development. In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38], ► pp. 103 ff.
Belskaya, T.V.
2021. In Search of Methodology for English Medium Instruction. Cultural-Historical Psychology 17:3 ► pp. 42 ff.
Calzada, Asier & María del Pilar García Mayo
2021. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness 30:1 ► pp. 1 ff.
Dale, Liz, Ron Oostdam & Marjolijn Verspoor
2021. Towards a professional development tool for teachers of English in bilingual streams: the dynamics of beliefs and practices. International Journal of Bilingual Education and Bilingualism 24:9 ► pp. 1288 ff.
Ellis, Rod
2021. Task-Based Language Teaching: Early Days, Now and into the Future. In Task-Based Language Teaching and Assessment, ► pp. 39 ff.
Erling, Elizabeth J., Marie Gitschthaler & Susanne Schwab
2021. Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria. European Journal of Educational Research volume-11-2022:volume-11-issue-1-january-2022 ► pp. 573 ff.
Gagarina, Natalia & Alessandra Milano
2021. Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Gagarina, Natalia & Alessandra Milano
2022. Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 83 ff.
He, Peichang & Angel M.Y. Lin
2021. Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 115 ff.
Hu, Jingjing & Xuesong (Andy) Gao
2021. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 30:1 ► pp. 42 ff.
Kachinske, Ilina & Robert M. DeKeyser
2021. The interaction between timing of explicit grammar explanation and individual differences in second language acquisition. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116], ► pp. 33 ff.
Krulatz, Anna
2021. Focus on Language in CBI: How Teacher Trainees Work with Language Objectives and Language-Focused Activities in Content-Based Lessons. In Teaching Language and Content in Multicultural and Multilingual Classrooms, ► pp. 97 ff.
Lee, Jin Sook & Tiange Wang
2021. A review of Korean/English and Mandarin/English dual language programs in the United States. Language Teaching for Young Learners 3:1 ► pp. 28 ff.
Le Pipec, Erwan
2021. L’École, planche de salut du breton ?. Glottopol :35
Marcos Miguel, Nausica
2021. Vocabulary instruction in an L2 culture course: the intersection of classroom discourse, materials, and instructor’s choices in lexical focus-on-form episodes. Classroom Discourse 12:1-2 ► pp. 35 ff.
Mayo, Maria del Pilar García & Ruth Milla
2021. Corrective Feedback in Second versus Foreign Language Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 473 ff.
Menke, Mandy R.
2021. Phonological development in Spanish immersion. Journal of Immersion and Content-Based Language Education 9:1 ► pp. 112 ff.
Menke, Mandy R.
2024. Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion. Foreign Language Annals 57:3 ► pp. 844 ff.
Nawrot-Lis, Beata
2021. Language in CLIL settings: research overview. Językoznawstwo :14 ► pp. 223 ff.
Neumayer DePiper, Jill, Josephine Louie, Johannah Nikula, Pamela Buffington, Peter Tierney-Fife & Mark Driscoll
2021. Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development. ZDM – Mathematics Education 53:2 ► pp. 489 ff.
Nyqvist, Eeva-Liisa & Sinikka Lahtinen
2021. Grammatical gender in L2 Swedish in Finnish-speaking immersion students: A comparison with non-immersion students. Nordic Journal of Linguistics 44:3 ► pp. 281 ff.
Ní Chathasaigh, Christine & T.J. Ó Ceallaigh
2021. Feasacht teanga an mhúinteora ábhair iarbhunscoile sa tumoideachas: dearcthaí, eispéiris agus tuairimí múinteoirí ábhair i nGaelcholáistí. COMHARTaighde :7
Ní Chlochasaigh, Karen, Gerry Shiel & Pádraig Ó Duibhir
2021. Immersion in a minority language. Journal of Immersion and Content-Based Language Education 9:2 ► pp. 279 ff.
Olsson, Eva
2021. A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary. Language Teaching Research
Péguret, Muriel & Catherine Lamaison
2021. L’influence du Cadre européen commun de référence pour les langues (2001) sur l’enseignement du français langue seconde au niveau universitaire au Canada. La Revue de l’AQEFLS 33:1 ► pp. 35 ff.
WATZINGER–THARP, JOHANNA, DOUGLAS S. THARP & FERNANDO RUBIO
2021. Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program. The Modern Language Journal 105:1 ► pp. 194 ff.
Ó Ceallaigh, T. J., Máiréad Hourigan & Aisling Leavy
2021. Developing potentiality: pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism 24:4 ► pp. 515 ff.
Ó Ceallaigh, T.J., Mairéad Hourigan & Aisling Leavy
2019. Comhtháthú an ábhair agus na teanga i gcomhthéacs an tumoideachais: múinteoirí faoi oiliúint i mbun éabhlóide tríd an Staidéar Ceachta. COMHARTaighde :5
Abrams, Zsuzsanna I.
2020. Intercultural Communication and Language Pedagogy,
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral
interaction. Journal of Immersion and Content-Based Language Education 8:1 ► pp. 53 ff.
Ayad Inad Khalaf
2020. Metaphor for Teaching English Vocabulary. مجلة آداب الفراهيدي 12:43 ► pp. 437 ff.
Barcomb, Michael & Walcir Cardoso
2020. Rock or Lock? Gamifying an online course management system for pronunciation instruction. CALICO Journal 37:2 ► pp. 127 ff.
Bateman, Blair, Michael Child & Eliane Berlendis Bueno
2020. A focus on language in the immersion language arts curriculum. Journal of Immersion and Content-Based Language Education 8:2 ► pp. 200 ff.
Bárcena-Toyos, Patricia
2020. Teachers’ classroom practices to achieve integration of content and language in CLIL. NABE Journal of Research and Practice 10:3-4 ► pp. 94 ff.
Cammarata, Laurent & T.J. Ó Ceallaigh
2020. Teacher education and professional development for immersion and content-based instruction. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 1 ff.
Escobar Urmeneta, Cristina
2020. From EMI to ICLHE. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 179 ff.
Fazzi, Fabiana
2020. Stakeholders’ Perceptions over the Integration of CLIL and Museum Education and Methodological Implications
. EL.LE :3
Hodgetts, John
2020. Pronunciation Instruction: Background, Techniques and Relevant Studies. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 9 ff.
Lacabex, Esther Gomez & Francisco Gallardo-del-Puerto
2020. Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL. International Review of Applied Linguistics in Language Teaching 58:4 ► pp. 419 ff.
Leavy, Aisling, Mairéad Hourigan & T.J. Ó Ceallaigh
2020. Unpacking dimensions of immersion teacher educator identity. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 67 ff.
Luquin, María & María del Pilar García Mayo
Luquin, María & María del Pilar García Mayo
2023. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners. International Review of Applied Linguistics in Language Teaching
Mancho-Barés, Guzman & Marta Aguilar-Pérez
2020. EMI lecturers’ practices in correcting English. Journal of Immersion and Content-Based Language Education 8:2 ► pp. 257 ff.
Pecorari, Diane
2020. English Medium Instruction: Disintegrating Language and Content?. In Integrating Content and Language in Multilingual Universities [Educational Linguistics, 44], ► pp. 15 ff.
Peltekov, Peter
2020. The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation. Die Unterrichtspraxis/Teaching German 53:1 ► pp. 1 ff.
Penning de Vries, Bart WF, Catia Cucchiarini, Helmer Strik & Roeland van Hout
2020. Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning. Language Teaching Research 24:5 ► pp. 714 ff.
Ramírez-Verdugo, M. Dolores & Leyre López Castellano
2020. Classroom Interaction in Language Teacher Education. In Interdisciplinary Approaches Toward Enhancing Teacher Education [Advances in Higher Education and Professional Development, ], ► pp. 178 ff.
Rusk, Brian V., Johanne Paradis & Juhani Järvikivi
2020. Comprehension of English plural-singular marking by Mandarin-L1, early L2-immersion learners. Applied Psycholinguistics 41:3 ► pp. 547 ff.
Ryan, Thomas G. & Erhan Sinay
2020. A Canadian Perspective: French Language Learning. International Journal of Educational Reform 29:4 ► pp. 311 ff.
Spenader, Allison J., Pamela M. Wesely & Cassandra Glynn
2020. When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research 24:4 ► pp. 476 ff.
Trahey, Martha & Nina Spada
2020. Focusing on Language and Content with Adolescent English Language Learners in the Mainstream Classroom. The Canadian Modern Language Review 76:3 ► pp. 218 ff.
An, Jiangshan, Ernesto Macaro & Ann Childs
2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 166 ff.
An, Jiangshan, Ernesto Macaro & Ann Childs
2021. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 17 ff.
Cabezuelo Vivo, Rafael & Víctor Pavón
2019. Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study. Latin American Journal of Content & Language Integrated Learning 12:1 ► pp. 18 ff.
Camus, Pablo
2019. The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops. Instructed Second Language Acquisition 3:1 ► pp. 81 ff.
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019. Task-Based Language Teaching,
Evnitskaya, Natalia
2019. Constructing Cognitive Discourse Functions in Secondary CLIL Classrooms in Spain. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 237 ff.
Fleta Guillén, María Teresa
2019. Practices to Scaffold CLIL at Transition to Primary. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 59 ff.
Fortier-Fréçon, Naomi & Leia Laing
2019. L’enseignement des traités autochtones dans une classe d’immersion française. L’apprentissage des thèmes reliés à la réconciliation dans un contexte français minoritaire. Cahiers franco-canadiens de l'Ouest 31:1 ► pp. 109 ff.
Guillén, Teresa Fleta
2019. The Applicability of Picturebooks to Teach English as a Foreign Language. In Teaching Literature and Language Through Multimodal Texts [Advances in Linguistics and Communication Studies, ], ► pp. 93 ff.
He, Peichang & Angel M. Y. Lin
2019. Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 261 ff.
Ikeda, Makoto
2019. CLIL in Comparison with PPP: A Revolution in ELT by Competency-Based Language Education. In Innovation in Language Teaching and Learning [New Language Learning and Teaching Environments, ], ► pp. 23 ff.
Jakonen, Teppo
2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22:4 ► pp. 428 ff.
Jiang, Li, Lawrence Jun Zhang & Stephen May
2019. Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism 22:2 ► pp. 107 ff.
Kachinske, Ilina & Robert DeKeyser
2019. The interaction between timing of explicit grammar explanation and individual differences in second language
acquisition. Journal of Second Language Studies 2:2 ► pp. 197 ff.
Khezrlou, Sima
2019. Task Repetition and Corrective Feedback: The Role of Feedback Types and Structure Saliency. English Teaching & Learning 43:2 ► pp. 213 ff.
Lehtonen, Jonathan
2019. Ecocomposition in the ESL Classroom: The Campus Space Compare and Contrast Assignment. Languages 4:2 ► pp. 28 ff.
Lindahl, Kristen
2019. Teacher Language Awareness Development and Its Implications for New Educators. The New Educator 15:2 ► pp. 85 ff.
Lindahl, Kristen
2020. Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts. English Teaching & Learning 44:2 ► pp. 211 ff.
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
Lo, Yuen Yi & Angel M. Y. Lin
2019. Content and Language Integrated Learning in Hong Kong. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ], ► pp. 963 ff.
Lo, Yuen Yi, Wai-mei Lui & Mona Wong
2019. Scaffolding for cognitive and linguistic challenges in CLIL science assessments. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 289 ff.
Lo, Yuen Yi, Wai-mei Lui & Mona Wong
2021. Scaffolding for cognitive and linguistic challenges in CLIL science assessments. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 143 ff.
Lü, Chan
2019. Introduction. In Chinese Literacy Learning in an Immersion Program, ► pp. 1 ff.
Lü, Chan
2019. Implications for Chinese Literacy Learning and Instruction in Chinese OWI Programs: A Proposal. In Chinese Literacy Learning in an Immersion Program, ► pp. 193 ff.
Nassaji, Hossein & Eva Kartchava
2019. Content-Based L2 Teaching. In The Cambridge Handbook of Language Learning, ► pp. 597 ff.
Pons Seguí, Laura
2019. Qualitative meta-analysis on the training needs reported by
in-service CLIL teachers. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32:1 ► pp. 277 ff.
Pérez Agustín, Mercedes
2019. Meeting CLIL teachers’ training and professional development needs. NABE Journal of Research and Practice 9:3-4 ► pp. 119 ff.
Régio, Mónica, Marcelo Gaspar & Margarida Morgado
2019. Instructional Design in Electrotechnical Engineering: A Case Study on Integrated Online Approaches. In Innovation, Engineering and Entrepreneurship [Lecture Notes in Electrical Engineering, 505], ► pp. 1125 ff.
Sasajima, Shigeru
2019. Teacher Development: J-CLIL. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 287 ff.
Vega, Melita & Maria Moscoso
2019. Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom. Latin American Journal of Content & Language Integrated Learning 12:1 ► pp. 144 ff.
Xu, Daozhi & Gary James Harfitt
2019. Teacher language awareness and scaffolded interaction in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 212 ff.
Xu, Daozhi & Gary James Harfitt
2021. Teacher language awareness and scaffolded interaction in CLIL science classrooms. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 63 ff.
Ammar, Ahlem & Rania Mohamed Hassan
2018. Talking It Through: Collaborative Dialogue and Second Language Learning. Language Learning 68:1 ► pp. 46 ff.
Cammarata, Laurent & Martine Cavanagh
2018. In search of immersion teacher educators’ knowledge base. Journal of Immersion and Content-Based Language Education 6:2 ► pp. 189 ff.
Cammarata, Laurent & Martine Cavanagh
2020. In search of immersion teacher educators’ knowledge base. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 39 ff.
Cammarata, Laurent, Martine Cavanagh, Sylvie Blain & Cécile Sabatier
2018. Enseigner en immersion française au Canada : synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants. The Canadian Modern Language Review 74:1 ► pp. 101 ff.
Cammarata, Laurent & Corey Haley
2018. Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 332 ff.
Cammarata, Laurent & T. J. Ó Ceallaigh
2018. Teacher education and professional development for immersion and content-based instruction. Journal of Immersion and Content-Based Language Education 6:2 ► pp. 153 ff.
Chan, Virak & Kathryn Henderson
2018. Effective Classroom Strategies Toward DecolonizingELTPractices: Implications for Postmethod Pedagogy. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Coyle, Do, Ana Halbach, Oliver Meyer & Kevin Schuck
2018. Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL). International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 349 ff.
Crossman, Katie
2018. Immersed in academic English: vocabulary and academic outcomes of a CLIL university preparation course. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 564 ff.
Annick De Houwer & Lourdes Ortega
2018. The Cambridge Handbook of Bilingualism,
del Pilar García Mayo, María
2018. Dictogloss Technique. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
García Mayo, María del Pilar
2021. Child Task-Based Language Learning in Foreign Language Contexts. In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ], ► pp. 189 ff.
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 397 ff.
Dormer, Jan Edwards
2018. Immersion. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Díaz Pérez, Wendy, Donna Lee Fields & David Marsh
2018. Innovations and Challenges: Conceptualizing CLIL Practice. Theory Into Practice 57:3 ► pp. 177 ff.
Estes, Judi Simmons
2018. Meeting the Needs of Young English Language Learners. In Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners [Advances in Early Childhood and K-12 Education, ], ► pp. 146 ff.
Fleta Guillén, M. Teresa
2018. Scaffolding Discourse Skills in Pre-primary L2 Classrooms. In Preschool Bilingual Education [Multilingual Education, 25], ► pp. 283 ff.
Fleta Guillén, M. Teresa
2020. Construyendo puentes entre Educación Infantil y Primaria para la enseñanza bilingüe en inglés. EuroAmerican Journal of Applied Linguistics and Languages 7:1 ► pp. 24 ff.
Gutiérrez-Mangado, M. Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1 ► pp. 85 ff.
Hanzawa, Keiko
2018. The Development of Voice Onset Time (VOT) in a Content-Based Instruction University Program by Japanese Learners of English: A Longitudinal Study. The Canadian Modern Language Review 74:4 ► pp. 502 ff.
Jaen Campos, Marta
2018. Llinares, A. & Morton, T. (eds) (2017). "Applied Linguistics Perspectives on CLIL". Amsterdam: John Benjamins. DOI 10.1075/lllt.47. Complutense Journal of English Studies 26 ► pp. 287 ff.
Leavy, Aisling, Mairéad Hourigan & T. J. Ó Ceallaigh
2018. Unpacking dimensions of immersion teacher educator identity. Journal of Immersion and Content-Based Language Education 6:2 ► pp. 218 ff.
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
2018. Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach. In Global Developments in Literacy Research for Science Education, ► pp. 79 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee
2018. A micro process-product study of a CLIL lesson l. Instructed Second Language Acquisition 2:1 ► pp. 3 ff.
Meyer, Oliver, Do Coyle, Margarete Imhof & Theresa Connolly
2018. Beyond CLIL: Fostering Student and Teacher Engagement for Personal Growth and Deeper Learning. In Emotions in Second Language Teaching, ► pp. 277 ff.
Nyqvist, Eeva-Liisa
2018. Definiteness in written Swedish by Finnish-speaking immersion pupils
at the end of immersion. Journal of Immersion and Content-Based Language Education 6:1 ► pp. 57 ff.
Nyqvist, Eeva-Liisa
2021. Subordinate questions in Swedish by 12- and 15- year-old Finnish immersion students. Folia Scandinavica Posnaniensia 30:1 ► pp. 15 ff.
Ní Dhiorbháin, Aisling & Máire Ní Bhaoill
2018. Taithí múinteoirí faoi oiliúint ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha. COMHARTaighde :4
O'Grady, William
2018. Assessing Language Revitalization: Methods and Priorities. Annual Review of Linguistics 4:1 ► pp. 317 ff.
Pastrana, Amanda, Ana Llinares & Irene Pascual
2018. Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift für Erziehungswissenschaft 21:1 ► pp. 49 ff.
Ruiz de Zarobe, Yolanda & Roy Lyster
2018. Content and language integration in higher education: instructional practices and teacher development. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 523 ff.
Shintani, Natsuko
2018. Chapter 7. Researching TBLT for young, beginner learners in Japan. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12], ► pp. 200 ff.
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning 31:1-2 ► pp. 157 ff.
Tedick, Diane J. & Caleb Zilmer
2018. Teacher perceptions of immersion professional development experiences emphasizing language-focused content
instruction. Journal of Immersion and Content-Based Language Education 6:2 ► pp. 269 ff.
Tedick, Diane J. & Caleb Zilmer
2020. Teacher perceptions of immersion professional development experiences emphasizing language-focused content instruction. In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110], ► pp. 119 ff.
Tigert, Johanna M. & Megan Madigan Peercy
2018. Preparing to teach both content and language: Four ESOL teacher candidates' experiences. TESOL Journal 9:3 ► pp. 542 ff.
Valdés, Guadalupe
2018. Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes. Bilingual Research Journal 41:4 ► pp. 388 ff.
van Kampen, Evelyn, Wilfried Admiraal & Amanda Berry
2018. Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism 21:2 ► pp. 222 ff.
Watzinger‐Tharp, Johanna, Fernando Rubio & Douglas S. Tharp
2018. Linguistic performance of dual language immersion students. Foreign Language Annals 51:3 ► pp. 575 ff.
Wilkinson, Robert
2018. Content and language integration at universities? Collaborative reflections. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 607 ff.
Zappa-Hollman, Sandra
2018. Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 591 ff.
Aguilar, Marta
2017. Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism 20:6 ► pp. 722 ff.
Altakhaineh, Abdel Rahman & Aseel Zibin
2017. The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application. Research in Language 15:4 ► pp. 405 ff.
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
2017. Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 30 ff.
Chen, Ya-Ling, Ting-An Yang & Hsiuling Lydia Chen
2017. Challenges Encountered in a Chinese Immersion Program in the United States. The Asia-Pacific Education Researcher 26:3-4 ► pp. 163 ff.
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 33 ff.
GRAUS, JOHAN & PETER–ARNO COPPEN
2017. The Interface Between Student Teacher Grammar Cognitions and Learner‐Oriented Cognitions. The Modern Language Journal 101:4 ► pp. 643 ff.
Haj-Broussard, Michelle, Heather K. Olson Beal & Nicole Boudreaux
2017. Relating French Immersion Teacher Practices to Better Student Oral Production. The Canadian Modern Language Review 73:3 ► pp. 319 ff.
Heift, Trude & Nina Vyatkina
2017. Technologies for Teaching and Learning L2 Grammar. In The Handbook of Technology and Second Language Teaching and Learning, ► pp. 26 ff.
Jiang, Anne Li & Lawrence Jun Zhang
2017. ESP/EAP Through English-Medium Instruction: Teachers’ Perceptions and Practices. In Innovation in Language Learning and Teaching, ► pp. 173 ff.
Lasagabaster, David
2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 4 ff.
Lasagabaster, David
2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3 ► pp. 400 ff.
Le Bouthillier, Josée
2017. A sociocognitive model of interventions for writing instruction. Journal of Immersion and Content-Based Language Education 5:2 ► pp. 265 ff.
Morton, Tom & Ana Llinares
2017. Content and Language Integrated Learning (CLIL). In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 1 ff.
Ní Dhiorbháin, Aisling & Pádraig Ó Duibhir
2017. An explicit-inductive approach to grammar in Irish-medium immersion schools. Language Awareness 26:1 ► pp. 3 ff.
O Ceallaigh, Tadhg, Siobhán Ní Mhurchú & Déirdre Ní Chróinín
2017. Balancing content and language in CLIL. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 58 ff.
Siekmann, Sabine, Joan Parker Webster, Sally Angass’aq Samson, Catherine Keggutailnguq Moses & Jioanna Carjuzaa
2017. Teaching our way of life through our language: Materials development for Indigenous immersion education. Cogent Education 4:1 ► pp. 1362887 ff.
Somers, Thomas
2017. Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education 63:4 ► pp. 495 ff.
Sun, Yu-Chih
2017. Flipping every student? A case study of content-based flipped language classrooms. E-Learning and Digital Media 14:1-2 ► pp. 20 ff.
Tedick, Diane J. & Siv Björklund
Troyan, Francis J., Laurent Cammarata & Jason Martel
2017. Integration PCK: Modeling the Knowledge(s) Underlying a World Language Teacher's Implementation of CBI. Foreign Language Annals 50:2 ► pp. 458 ff.
Zhao, Ke & Chunlin Lei
2017. Technology-Enhanced Content and Language Integrated Learning in Chinese Tertiary English Classes: Potentials and Challenges. In Innovation in Language Learning and Teaching, ► pp. 89 ff.
Afshari, Sajad & Saeed Ketabi
2016. Current trends and future directions in teaching English pronunciation. International Journal of Research Studies in Language Learning 5:5
Baecher, Laura, Marcia Knoll & Janet Patti
2016. Targeted Observation of ELL Instruction as a Tool in the Preparation of School Leaders. International Multilingual Research Journal 10:3 ► pp. 201 ff.
Bergroth, Mari
2016. Reforming the national core curriculum for bilingual education in Finland. Journal of Immersion and Content-Based Language Education 4:1 ► pp. 86 ff.
Collins, Laura & Carmen Muñoz
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1 ► pp. 133 ff.
de Oliveira, Luciana C.
2016. A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers. International Multilingual Research Journal 10:3 ► pp. 217 ff.
Devos, Nathan J.
2016. Development of CLIL into Diverse Contexts. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 11 ff.
Devos, Nathan J.
2016. Exploring Social Interaction as a Resource in CLIL. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 61 ff.
Devos, Nathan J.
2016. Pedagogical Implications. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 215 ff.
Devos, Nathan J.
2016. Learners Regulating Linguistic and Cognitive Behavior. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 167 ff.
Devos, Nathan J.
2016. Learners Helping Learners: Peer Scaffolding. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 147 ff.
Devos, Nathan J.
2016. Learners Practicing and Playing with the Foreign Language. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24], ► pp. 187 ff.
Dicks, Joseph & Fred Genesee
2016. Bilingual Education in Canada. In Bilingual and Multilingual Education, ► pp. 1 ff.
Dicks, Joseph & Fred Genesee
2017. Bilingual Education in Canada. In Bilingual and Multilingual Education, ► pp. 453 ff.
Fortune, Tara & Wei Song
2016. Academic achievement and language proficiency in early total Mandarin immersion education. Journal of Immersion and Content-Based Language Education 4:2 ► pp. 168 ff.
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal
Lasagabaster, David & Aintzane Doiz
2016. CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness 25:1-2 ► pp. 110 ff.
Lee, Andrew H. & Roy Lyster
2016. THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION. Studies in Second Language Acquisition 38:1 ► pp. 35 ff.
LEE, ANDREW H. & ROY LYSTER
2017. Can corrective feedback on second language speech perception errors affect production accuracy?. Applied Psycholinguistics 38:2 ► pp. 371 ff.
Lin, Angel M. Y.
2016. Directions for Future Research and the Way Forward. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, ► pp. 173 ff.
Lin, Angel M. Y.
2016. Introduction. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, ► pp. 1 ff.
Lin, Angel M. Y.
2016. Programming for Integration of Content and Language Learning. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, ► pp. 143 ff.
Lindahl, Kristen & Laura Baecher
2016. Teacher language awareness in supervisory feedback cycles. ELT Journal 70:1 ► pp. 28 ff.
Lochmiller, Chad R, Audrey Lucero & Jessica Nina Lester
2016. Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools. Journal of Research in International Education 15:2 ► pp. 155 ff.
Master, Benjamin, Susanna Loeb, Camille Whitney & James Wyckoff
2016. Different Skills? Identifying Differentially Effective Teachers of English Language Learners. The Elementary School Journal 117:2 ► pp. 261 ff.
Pladevall‐Ballester, Elisabet
2016. CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics 26:1 ► pp. 52 ff.
Pérez Cañado, María Luisa
2016. Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education 39:2 ► pp. 202 ff.
Pérez Cañado, María Luisa
2016. Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism 19:3 ► pp. 266 ff.
Pérez Cañado, María Luisa
2017. Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge. Applied Linguistics Review 8:1 ► pp. 79 ff.
Pérez Cañado, María Luisa
2018. The Evolution of Bilingual Education in Monolingual Contexts: An Andalusian Case Study. In Current Research in Bilingualism and Bilingual Education [Multilingual Education, 26], ► pp. 207 ff.
Pérez Cañado, María Luisa
2018. Innovations and Challenges in CLIL Teacher Training. Theory Into Practice 57:3 ► pp. 1 ff.
Pérez Cañado, María Luisa
2021. CLIL and ELF: Friends or Foes?. In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38], ► pp. 31 ff.
Pérez Cañado, María Luisa
2021. Introduction. In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38], ► pp. 1 ff.
Pérez Cañado, María Luisa
2016. Evaluating CLIL Programmes: Instrument Design and Validation. Pulso. Revista de educación :39 ► pp. 79 ff.
Pérez-Cañado, María Luisa
2012. CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism 15:3 ► pp. 315 ff.
Sabatier, Cécile, Danièle Moore & Nathalie Sinclair
2016. Interactions et films de classe pour réfléchir la formation à l’enseignement des Mathématiques en Français langue seconde. Décrire pour mieux former ?. Recherches en didactique des langues et des cultures 13:1
SAITO, KAZUYA & KEIKO HANZAWA
2016. Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics 37:4 ► pp. 813 ff.
Saito, Kazuya, Stuart Webb, Pavel Trofimovich & Talia Isaacs
2016. LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH. Studies in Second Language Acquisition 38:4 ► pp. 677 ff.
Sato, Masatoshi & Paula Viveros
2016. 3. Interaction or collaboration? Group dynamics in the foreign language classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 91 ff.
Schaeffer-Lacroix, Eva
2016. Talking about German verb particles identified in concordance lines – from spontaneous to expert-like metatalk. Language Awareness 25:1-2 ► pp. 127 ff.
Skorczynska, Hanna, Milagros del Saz Rubio & María Luisa Carrió-Pastor
2016. Second Language Teaching and Technology. An Overview. In Technology Implementation in Second Language Teaching and Translation Studies [New Frontiers in Translation Studies, ], ► pp. 13 ff.
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2016. Content-Based Instruction. In Second and Foreign Language Education, ► pp. 1 ff.
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2017. Content-Based Instruction. In Second and Foreign Language Education, ► pp. 71 ff.
Tedick, Diane J & Amy I Young
2016. Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction. Applied Linguistics 37:6 ► pp. 784 ff.
Tedick, Diane J. & Amy I. Young
2018. Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 303 ff.
Thornbury, Scott
2016. The Principled Communicative Approach: Seven Criteria for Success. ELT Journal 70:1 ► pp. 105 ff.
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1 ► pp. 148 ff.
Walenta, Magdalena
2016. Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridge. In Classroom-Oriented Research [Second Language Learning and Teaching, ], ► pp. 243 ff.
Walenta, Magdalena
2018. Balancing linguistic and extra-linguistic gains in CLIL: a case for content-based structured input. International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 578 ff.
Whittle, Anna & Roy Lyster
2016. Focus on Italian Verbal Morphology in Multilingual Classes. Language Learning 66:1 ► pp. 31 ff.
Ó Duibhir, Pádraig, Aisling Ní Dhiorbháin & Jude Cosgrove
2016. An inductive approach to grammar teaching in Grade 5 & 6 Irish immersion classes. Journal of Immersion and Content-Based Language Education 4:1 ► pp. 33 ff.
Arias de la Cruz, Andrés & Jesús Izquierdo
2015. Language attention in content-based instruction. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 194 ff.
Barwell, Richard
2015. Commentary on Berger Dissertation Summary. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 314 ff.
Blanc, Nathalie & Peter Griggs
2015. Tracer la procéduralisation dans le contexte interactionnel et multimodal d’une classe d’immersion. Recherches en didactique des langues et des cultures 12:3
Carol, Rita
2015. La didactique de l’enseignement bilingue : enseignement disciplinaire et langage. Recherches en didactique des langues et des cultures 12:3
Cenoz, Jasone
2015. Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1 ► pp. 8 ff.
Cenoz, Jasone
2017. Introduction to part IV. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 239 ff.
Cenoz, Jasone & Yolanda Ruiz de Zarobe
2015. Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum 28:1 ► pp. 1 ff.
de Jong, Ester & Katherine Barko-Alva
2015. Mainstream Teachers in Two-Way Immersion Programs: Becoming Content and Language Teachers. In Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals [Advances in Research on Teaching, 24], ► pp. 107 ff.
Delgado-Marín, Candela
2015. Interlanguage as the Sole Common Space for Mutual Understanding in the Bilingual Classroom: Non-Native Teachers in Bilingual Educational Programs in Spain. In (Se) construire dans l’interlangue, ► pp. 49 ff.
Faltis, Christian & Frank Ramírez‐Marín
2015. Secondary Bilingual Education. In The Handbook of Bilingual and Multilingual Education, ► pp. 336 ff.
Flores, Nelson & Hugo Baetens Beardsmore
2015. Programs and Structures in Bilingual and Multilingual Education. In The Handbook of Bilingual and Multilingual Education, ► pp. 203 ff.
FORTUNE, TARA W. & DIANE J. TEDICK
2015. Oral Proficiency Assessment of English‐Proficient K–8 Spanish Immersion Students. The Modern Language Journal 99:4 ► pp. 637 ff.
Gallardo del Puerto, Francisco & María Martínez Adrián
2015. The use of oral presentations in Higher Education: CLIL vs. English as a foreign language. Pulso. Revista de educación :38 ► pp. 73 ff.
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
2022. Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language. Languages 7:4 ► pp. 306 ff.
Gibson, Judy & Sylvie Roy
2015. Canadian Parents for French. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 218 ff.
Gierlinger, Erwin
2015. ‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL. Language and Education 29:4 ► pp. 347 ff.
Hall, Geoff
2015. Recent Developments in Uses of Literature in Language Teaching. In Literature and Language Learning in the EFL Classroom, ► pp. 13 ff.
Hamayan, Else
2015. Commentary on Liu dissertation summary. Journal of Immersion and Content-Based Language Education 3:1 ► pp. 152 ff.
Juan-Garau, Maria, José Igor Prieto-Arranz & Joana Salazar-Noguera
2015. Lexico-Grammatical Development in Secondary Education CLIL Learners. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 179 ff.
Juan-Garau, Maria & Joana Salazar-Noguera
2015. Learning English and Learning Through English: Insights from Secondary Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 105 ff.
Juan-Garau, Maria & Joana Salazar-Noguera
2015. Introduction: The Relevance of CLIL Education in Achieving Multilingualism on the Global Stage. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 1 ff.
Larsen-Freeman, Diane
2015. Research into practice: Grammar learning and teaching. Language Teaching 48:2 ► pp. 263 ff.
Lindahl, Kristen & Naomi M. Watkins
2015. Creating a Culture of Language Awareness in Content-Based Contexts. TESOL Journal 6:4 ► pp. 777 ff.
Llinares, Ana
2015. Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum 28:1 ► pp. 58 ff.
Llinares, Ana & Irene Pascual Peña
2015. A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education 29:1 ► pp. 15 ff.
Lo, Yuen Yi & Ernesto Macaro
2015. Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal 43:3 ► pp. 239 ff.
Lucero, Audrey
2015. Dual Language Teachers’ Use of Conventional, Environmental, and Personal Resources to Support Academic Language Development. Bilingual Research Journal 38:1 ► pp. 107 ff.
Lyster, Roy
2015. The Relative Effectiveness of Corrective Feedback in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction, ► pp. 213 ff.
Lyster, Roy
2017. Introduction to part I. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 19 ff.
Lyster, Roy
2019. Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research 23:4 ► pp. 494 ff.
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4 ► pp. 340 ff.
Mady, Callie
2015. Immigrants outperform Canadian-born groups in French immersion: examining factors that influence their achievement. International Journal of Multilingualism 12:3 ► pp. 298 ff.
Mady, Callie
2017. The bilingual advantage for immigrant students in French immersion in Canada: linking advantages to contextual variables. International Journal of Bilingual Education and Bilingualism 20:3 ► pp. 235 ff.
Mady, Callie
2018. Multilingual immigrants’ French and English acquisition in Grade 6 French immersion: evidence as means to improve access. Language and Intercultural Communication 18:2 ► pp. 204 ff.
Martel, Jason
2015. Learning to Teach a Foreign Language: Identity Negotiation and Conceptualizations of Pedagogical Progress. Foreign Language Annals 48:3 ► pp. 394 ff.
Martel, Jason
2018. Three foreign language student teachers’ experiences with content-based instruction: exploring the identity/innovation interface. Innovation in Language Learning and Teaching 12:4 ► pp. 303 ff.
Martínez Adrián, María & María Junkal Gutiérrez Mangado
2015. Is CLIL instruction beneficial in terms of general proficiency and specific areas of grammar?. Journal of Immersion and Content-Based Language Education 3:1 ► pp. 51 ff.
Morton, Tom
2015. Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43:3 ► pp. 256 ff.
Morton, Tom
2016. Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education 4:2 ► pp. 144 ff.
Morton, Tom
2022. Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language
integration for assessment in a bilingual education program. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 302 ff.
Pavón Vázquez, Víctor, Javier Ávila López, Arturo Gallego Segador & Roberto Espejo Mohedano
2015. Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism 18:4 ► pp. 409 ff.
Peguret, Muriel
2015. Le sentiment d’autoefficacité et les stratégies d’apprentissage chez les étudiants de français langue seconde venant d’immersion. Revue des sciences de l’éducation 40:3 ► pp. 579 ff.
Pérez-Vidal, Carmen
2015. Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalisation. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 31 ff.
Pérez-Vidal, Carmen & Helena Roquet
2015. CLIL in Context: Profiling Language Abilities. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 237 ff.
Rodgers, Daryl M.
2015. Incidental Language Learning in Foreign Language Content Courses. The Modern Language Journal 99:1 ► pp. 113 ff.
Roquet, Helena & Carmen Pérez-Vidal
2015. Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing. Applied Linguistics ► pp. amv050 ff.
Ruiz de Zarobe, Yolanda & Jasone Cenoz
2015. Way forward in the twenty-first century in content-based instruction: moving towards integration. Language, Culture and Curriculum 28:1 ► pp. 90 ff.
Tedick, Diane J. & Pamela M. Wesely
2015. A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum 28:1 ► pp. 25 ff.
Thomas, Alain
2015. Nous/on : De la réalité linguistique à la salle de classe. Arborescences :5 ► pp. 126 ff.
Baecher, Laura, Tim Farnsworth & Anne Ediger
2014. The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research 18:1 ► pp. 118 ff.
Bakshiri, Naeimeh & Mojtaba Mohammadi
2014. Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production. Procedia - Social and Behavioral Sciences 98 ► pp. 334 ff.
Burger, Sandra & Alysse Weinberg
2014. Three factors in vocabulary acquisition in a university French immersion adjunct context. Journal of Immersion and Content-Based Language Education 2:1 ► pp. 23 ff.
Chan, Jim Y.H.
2014. Fine-tuning language policy in Hong Kong education: stakeholders’ perceptions, practices and challenges. Language and Education 28:5 ► pp. 459 ff.
Kim, Hye Yeong
2014. Learning opportunities in synchronous computer-mediated communication and face-to-face interaction. Computer Assisted Language Learning 27:1 ► pp. 26 ff.
Koopman, Gerrit Jan, Jason Skeet & Rick de Graaff
2014. Exploring content teachers' knowledge of language pedagogy: a report on a small-scale research project in a Dutch CLIL context. The Language Learning Journal 42:2 ► pp. 123 ff.
Lightbown, Patsy M.
2014. Making the minutes count in L2 teaching. Language Awareness 23:1-2 ► pp. 3 ff.
Lightbown, Patsy M.
2015. Commentary on Liu dissertation summary. Journal of Immersion and Content-Based Language Education 3:1 ► pp. 148 ff.
Lightbown, Patsy M.
2016. From Language Learner to Language Learning Researcher. In Becoming and Being an Applied Linguist, ► pp. 175 ff.
Lindholm-Leary, Kathryn & Fred Genesee
2014. Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education 2:2 ► pp. 165 ff.
Llinares, Ana & Roy Lyster
2014. The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms. The Language Learning Journal 42:2 ► pp. 181 ff.
Lo, Yuen Yi
2014. L2 learning opportunities in different academic subjects in content-based instruction – evidence in favour of ‘conventional wisdom’. Language and Education 28:2 ► pp. 141 ff.
Lo, Yuen Yi
2015. A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism 18:4 ► pp. 443 ff.
Lo, Yuen Yi
2015. How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism 18:3 ► pp. 270 ff.
Lo, Yuen Yi
2019. Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?. International Journal of Bilingual Education and Bilingualism 22:7 ► pp. 818 ff.
Lo, Yuen Yi
2020. Introduction. In Professional Development of CLIL Teachers, ► pp. 3 ff.
Lo, Yuen Yi
2020. An Empirical Study on Professional Development Programmes for CLIL Teachers. In Professional Development of CLIL Teachers, ► pp. 113 ff.
Lo, Yuen Yi
2020. Theoretical Models of Professional Development Programmes for CLIL Teachers. In Professional Development of CLIL Teachers, ► pp. 95 ff.
Lorenzo, Francisco
2014. Motivation meets bilingual models. In Motivation and Foreign Language Learning [Language Learning & Language Teaching, 40], ► pp. 139 ff.
Lyster, Roy & Diane J. Tedick
2014. Research perspectives on immersion pedagogy. Journal of Immersion and Content-Based Language Education 2:2 ► pp. 210 ff.
Nikula, Tarja & Karita Mård-Miettinen
Palmer, Deborah K., Susan Ballinger & Lizette Peter
2014. Classroom interaction in one-way, two-way, and indigenous immersion contexts. Journal of Immersion and Content-Based Language Education 2:2 ► pp. 225 ff.
Poirier, James & Roy Lyster
2014. Les pronoms objets directs de la 3e personne et leur apport aux indices du genre grammatical dans le discours oral des enseignants en immersion. The Canadian Modern Language Review 70:2 ► pp. 246 ff.
Saito, Kazuya & Xianghua Wu
2014. COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING. Studies in Second Language Acquisition 36:4 ► pp. 647 ff.
Thomas, Anita
2014. Le rôle de l’aspect lexical et de la fréquence des formes dans l’input sur la production des formes du passé par des enfants apprenants du français L2 en début d’acquisition. The Canadian Modern Language Review 70:1 ► pp. 1 ff.
Bouthillier, Josée Le & Joseph Dicks
2013. L’emploi d’un modèle d’enseignement systématique d’écriture: Une étude de cas en 7eannée de l’immersion précoce. The Canadian Modern Language Review 69:3 ► pp. 298 ff.
Coyle, Do
2013. Listening to learners: an investigation into ‘successful learning’ across CLIL contexts. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 244 ff.
Dafouz, Emma & Abbie Hibler
2013. ‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings. The Modern Language Journal 97:3 ► pp. 655 ff.
Dalton-Puffer, Christiane & Ute Smit
2013. Content and Language Integrated Learning: A research agenda. Language Teaching 46:4 ► pp. 545 ff.
de Zarobe, Yolanda Ruiz
2013. CLIL implementation: from policy-makers to individual initiatives. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 231 ff.
de Zarobe, Yolanda Ruiz
2015. Language Awareness and CLIL. In Language Awareness and Multilingualism, ► pp. 1 ff.
de Zarobe, Yolanda Ruiz
2017. Language Awareness and CLIL. In Language Awareness and Multilingualism, ► pp. 149 ff.
Ruiz de Zarobe, Yolanda
2017. Language Awareness and CLIL. In Language Awareness and Multilingualism, ► pp. 1 ff.
Denman, Jenny, Rosie Tanner & Rick de Graaff
2013. CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism 16:3 ► pp. 285 ff.
Junqueira, Luciana & YouJin Kim
2013. Exploring the Relationship Between Training, Beliefs, and Teachers’ Corrective Feedback Practices: A Case Study of a Novice and an Experienced ESL Teacher. The Canadian Modern Language Review 69:2 ► pp. 181 ff.
Lyster, Roy & Leila Ranta
2013. COUNTERPOINT PIECE: THE CASE FOR VARIETY IN CORRECTIVE FEEDBACK RESEARCH. Studies in Second Language Acquisition 35:1 ► pp. 167 ff.
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1 ► pp. 1 ff.
Melin, Charlotte
2013. Climate Change: A “Green” Approach to Teaching Contemporary Germany. Die Unterrichtspraxis/Teaching German 46:2 ► pp. 185 ff.
Melin, Charlotte
2014. Program Sustainability Through Interdisciplinary Networking: On Connecting Foreign Language Programs with Sustainability Studies and Other Fields. In Transforming Postsecondary Foreign Language Teaching in the United States [Educational Linguistics, 21], ► pp. 103 ff.
Sato, Masatoshi
2013. Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal 97:3 ► pp. 611 ff.
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2 ► pp. 249 ff.
SATO, SAYAKA, PASCAL M. GYGAX & UTE GABRIEL
2013. Gender inferences: Grammatical features and their impact on the representation of gender in bilinguals. Bilingualism: Language and Cognition 16:4 ► pp. 792 ff.
Turner, Marianne
2013. Content-based Japanese Language Teaching in Australian Schools: Is CLIL a Good Fit?. Japanese Studies 33:3 ► pp. 315 ff.
Turner, Marianne
2019. Use of Languages Across the Curriculum. In Multilingualism as a Resource and a Goal, ► pp. 45 ff.
Turner, Marianne
2019. The positioning of Japanese in a secondary CLIL science classroom in Australia. Journal of Immersion and Content-Based Language Education 7:2 ► pp. 192 ff.
Turner, Marianne
2019. Introduction. In Multilingualism as a Resource and a Goal, ► pp. 1 ff.
Turner, Marianne
2021. The positioning of Japanese in a secondary CLIL science classroom in Australia. In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115], ► pp. 43 ff.
Turner, Marianne
2021. Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia. Language Teaching Research 25:1 ► pp. 61 ff.
Ulusoy, Gulin & Muhammet Demirbilek
2013. The Effects of Using Situation Comedy Video on English Speaking. The Anthropologist 16:1-2 ► pp. 351 ff.
Valeo, Antonella
2013. Language awareness in a content-based language programme. Language Awareness 22:2 ► pp. 126 ff.
Wardman, Clare
2013. Interactions between EAL pupils, specialist teachers and TAs during withdrawal from the mainstream in UK primary schools. Education 3-13 41:6 ► pp. 647 ff.
Ann Snow, Marguerite
2012. Content‐Based Language Instruction. In The Encyclopedia of Applied Linguistics,
Snow, Marguerite Ann
2020. Content‐Based Second/Foreign‐Language Instruction. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Björklund, Siv
2012. Immersion Programs. In The Encyclopedia of Applied Linguistics,
Brinton, Donna M.
2012. Content‐Based Instruction in English for Specific Purposes. In The Encyclopedia of Applied Linguistics,
CAMMARATA, LAURENT & DIANE J. TEDICK
2012. Balancing Content and Language in Instruction: The Experience of Immersion Teachers. The Modern Language Journal 96:2 ► pp. 251 ff.
Carloni, Giovanna
2012. CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings, ► pp. 37 ff.
Carloni, Giovanna
2014. Content and Language Integrated Learning in Higher Education. In Computational Linguistics, ► pp. 1145 ff.
Carloni, Giovanna
2014. Content and Language Integrated Learning in Higher Education. In Cases on Communication Technology for Second Language Acquisition and Cultural Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 484 ff.
Carloni, Giovanna
2015. Corpora, Cognitive Styles, English Content-Specific Vocabulary and Academic Language at University Level. In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ], ► pp. 197 ff.
Carloni, Giovanna
2018. Content and Language Integrated Learning in Higher Education. In Online Course Management, ► pp. 462 ff.
Clark, Julie Byrd
2012. Heterogeneity and aSociolinguistics of Multilingualism: Reconfiguring French Language Pedagogy. Language and Linguistics Compass 6:3 ► pp. 143 ff.
Ghahremani-Ghajar, Sue-san, Hossein Mohammadi Doostdar & Seyyed-Abdolhamid Mirhosseini
2012. We have been living with this pain: enquiry-based language learning in Iranian higher education. Teaching in Higher Education 17:3 ► pp. 269 ff.
Gieve, Simon & Sonia Cunico
2012. Language and content in the modern foreign languages degree: a students' perspective. The Language Learning Journal 40:3 ► pp. 273 ff.
Loewen, Shawn
2012. Instructed Second Language Acquisition. In The Encyclopedia of Applied Linguistics,
Loewen, Shawn
2019. Instructed Second Language Acquisition. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Lyster, Roy & Fred Genesee
2012. Immersion Education. In The Encyclopedia of Applied Linguistics,
Lyster, Roy & Fred Genesee
2019. Immersion Education. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Marsh, David & María Jesús Frigols Martín
2012. Content and Language Integrated Learning. In The Encyclopedia of Applied Linguistics,
Netten, Joan & Claude Germain
2012. A new paradigm for the learning of a second or foreign language: the neurolinguistic approach. Neuroeducation 1:1 ► pp. 85 ff.
Ortega, Lourdes
2012. Language Learning and Teaching: Overview. In The Encyclopedia of Applied Linguistics,
Ranta, Leila
2012. Lyster, Roy. In The Encyclopedia of Applied Linguistics,
Rivard, Léonard P., Marianne Cormier & Miles Turnbull
2012. Reading Strategies in French Immersion Science Classes: Preparing Our Students for Tomorrow. Canadian Journal of Science, Mathematics and Technology Education 12:1 ► pp. 86 ff.
Rodriguez-Valls, Fernando
2012. Interdisciplinary teaching in elementary schools: educating English Language Learner (ELL) students with multidimensional practices. Education 3-13 40:2 ► pp. 159 ff.
Saito, Kazuya & Roy Lyster
2012. Effects of Form‐Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English. Language Learning 62:2 ► pp. 595 ff.
Saito, Kazuya & Kim van Poeteren
2012. Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk: results and implications of a questionnaire study. Language Awareness 21:4 ► pp. 369 ff.
Shirazi, Zahra Rastegar Haghighi & Firooz Sadighi
2012. Implicit Versus Explicit Feedback in Classroom: An Experimental Study. Journal of Language Teaching and Research 3:3
Short, Deborah J., Carolyn G. Fidelman & Mohammed Louguit
2012. Developing Academic Language in English Language Learners Through Sheltered Instruction. TESOL Quarterly 46:2 ► pp. 334 ff.
Spada, Nina
2012. Classroom Research. In The Encyclopedia of Applied Linguistics,
Tedick, Diane J. & Laurent Cammarata
2012. Content and Language Integration in K–12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives. Foreign Language Annals 45:s1
Tedick, Diane J. & Laurent Cammarata
2023. Bilingual and Immersion Teacher Education. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff.
Tedick, Diane J. & Tara W. Fortune
2012. Bilingual/Immersion Teacher Education. In The Encyclopedia of Applied Linguistics,
Wesely, Pamela M. & Fatima Baig
2012. The “Extra Boost”: Parental Involvement and Decision Making in Immersion Programs. Bilingual Research Journal 35:3 ► pp. 314 ff.
Anderson, Jim
2011. Reshaping pedagogies for a plurilingual agenda. Language Learning Journal 39:2 ► pp. 135 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
Dalton-Puffer, Christiane
2018. Postscriptum: research pathways in CLIL/Immersion instructional practices and teacher development. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 384 ff.
Keyvanfar, Arshya & Naeimeh Bakshiri
2011. Time Matters: Proactive vs. Reactive FOF. i-manager’s Journal on English Language Teaching 1:2 ► pp. 27 ff.
Kong, Stella & Philip Hoare
2011. Cognitive content engagement in content-based language teaching. Language Teaching Research 15:3 ► pp. 307 ff.
Loewen, Shawn & Hayo Reinders
2011. The Key Concepts. In Key Concepts in Second Language Acquisition, ► pp. 1 ff.
Lyster, Roy & Susan Ballinger
2011. Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research 15:3 ► pp. 279 ff.
MACINTYRE, PETER D., CAROLYN BURNS & ALISON JESSOME
2011. Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students’ Willingness to Communicate. The Modern Language Journal 95:1 ► pp. 81 ff.
Purser, Emily
2011. Developing Academic Literacy in Context: Trends in Australia. In Writing in the Disciplines, ► pp. 30 ff.
Saito, Kazuya
2011. Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology. Language Awareness 20:1 ► pp. 45 ff.
Saito, Kazuya
2012. Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi‐Experimental Intervention Studies. TESOL Quarterly 46:4 ► pp. 842 ff.
Saito, Kazuya
2013. REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT. Studies in Second Language Acquisition 35:1 ► pp. 1 ff.
SAITO, KAZUYA
2015. Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction. Applied Psycholinguistics 36:2 ► pp. 377 ff.
Saito, Kazuya
2015. Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research 19:3 ► pp. 276 ff.
Tan, May
2011. Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research 15:3 ► pp. 325 ff.
TURNBULL, MILES, MARIANNE CORMIER & JIMMY BOURQUE
2011. The First Language in Science Class: A Quasi‐Experimental Study in Late French Immersion. The Modern Language Journal 95:s1 ► pp. 182 ff.
Whittaker, Rachel, Ana Llinares & Anne McCabe
2011. Written discourse development in CLIL at secondary school. Language Teaching Research 15:3 ► pp. 343 ff.
Callahan, Rebecca, Lindsey Wilkinson & Chandra Muller
2010. Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement. Educational Evaluation and Policy Analysis 32:1 ► pp. 84 ff.
Coleman, Rhoda & Claude Goldenberg
2010. What Does Research Say about Effective Practices for English Learners?. Kappa Delta Pi Record 46:2 ► pp. 60 ff.
HEIFT, TRUDE
2010. Prompting in CALL: A Longitudinal Study of Learner Uptake. The Modern Language Journal 94:2 ► pp. 198 ff.
Heift, Trude
2012. Intelligent Computer‐Assisted Language Learning. In The Encyclopedia of Applied Linguistics,
Heift, Trude
2017. History and Key Developments in Intelligent Computer-Assisted Language Learning (ICALL). In Language, Education and Technology, ► pp. 289 ff.
Hoare, Philip
2010. Content-based language teaching in China: contextual influences on implementation. Journal of Multilingual and Multicultural Development 31:1 ► pp. 69 ff.
Lyster, Roy & Kazuya Saito
2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2 ► pp. 265 ff.
McDonough, Kim & Wanpen Chaikitmongkol
2010. Collaborative Syntactic Priming Activities and EFL Learners’ Production of Wh-questions. The Canadian Modern Language Review 66:6 ► pp. 817 ff.
Meyer, Oliver
2010. Towards quality CLIL: successful planning and teaching strategies. Pulso. Revista de educación :33 ► pp. 11 ff.
Surkamp, Carola
2010. C. In Metzler Lexikon Fremdsprachendidaktik, ► pp. 27 ff.
Yang, Yingli & Roy Lyster
2010. EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS. Studies in Second Language Acquisition 32:2 ► pp. 235 ff.
Bourdages, Johanne S. & Marie-Josée Vignola
2009. Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisant AIM. The Canadian Modern Language Review 65:5 ► pp. 731 ff.
Cammarata, Laurent
2009. Negotiating Curricular Transitions: Foreign Language Teachers' Learning Experience with Content-Based Instruction. The Canadian Modern Language Review 65:4 ► pp. 559 ff.
Cormier, Marianne & Miles Turnbull
2009. Une approche littératiée : apprendre les sciences et la langue en immersion tardive. The Canadian Modern Language Review 65:5 ► pp. 817 ff.
Cormier, Marianne & Miles Turnbull
2010. Une approche littératiée : apprendre les sciences et la langue en immersion tardive (avec fonctionnement supplémentaire). The Canadian Modern Language Review 66:s1 ► pp. S817 ff.
Eckerth, Johannes, Karen Schramm & Erwin Tschirner
2009. Review of recent research (2002–2008) on applied linguistics and language teaching with specific reference to L2 German (part 1). Language Teaching 42:1 ► pp. 41 ff.
Izquierdo, Jesús
2009. L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones. The Canadian Modern Language Review 65:4 ► pp. 587 ff.
Izquierdo, Jesús
2014. Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction. The Canadian Modern Language Review 70:2 ► pp. 188 ff.
Kong, Stella
2009. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies?. The Canadian Modern Language Review 66:2 ► pp. 233 ff.
Kong, Stella
2010. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies? (Enhanced). The Canadian Modern Language Review 66:s1 ► pp. S233 ff.
Kong, Stella
2014. Collaboration between Content and Language Specialists in Late Immersion. The Canadian Modern Language Review 70:1 ► pp. 103 ff.
Kong, Stella
2015. Designing Content-Language Integrated Learning Materials for Late Immersion Students. TESOL Journal 6:2 ► pp. 302 ff.
Lyster, Roy, Laura Collins & Susan Ballinger
2009. Linking languages through a bilingual read-aloud project. Language Awareness 18:3-4 ► pp. 366 ff.
Lyster, Roy & Jesús Izquierdo
2009. Prompts Versus Recasts in Dyadic Interaction. Language Learning 59:2 ► pp. 453 ff.
IZQUIERDO, JESÚS & LAURA COLLINS
2008. The Facilitative Role of L1 Influence in Tense–Aspect Marking: A Comparison of Hispanophone and Anglophone Learners of French. The Modern Language Journal 92:3 ► pp. 350 ff.
Schulze, Mathias
2008. Interfaces in Intelligent CALL. Computer Assisted Language Learning 21:4 ► pp. 301 ff.
Sheen, Younghee
2008. Recasts, Language Anxiety, Modified Output, and L2 Learning. Language Learning 58:4 ► pp. 835 ff.
Sheen, Younghee
2010. DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM. Studies in Second Language Acquisition 32:2 ► pp. 203 ff.
[no author supplied]
2008. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 65:2 ► pp. 335 ff.
[no author supplied]
2010. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 66:3 ► pp. 465 ff.
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy, ► pp. 349 ff.
[no author supplied]
2014. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 70:1 ► pp. 123 ff.
[no author supplied]
This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CJ: Language teaching & learning (other than ELT)
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching