Learning and Teaching Languages Through Content
A counterbalanced approach
Author
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
Cited by 429 other publications
Afshari, Sajad & Saeed Ketabi
Aguilar, Marta
Mohammad Javad Ahmadian & Michael H. Long
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.
Altakhaineh, Abdel Rahman & Aseel Zibin
Ammar, Ahlem & Rania Mohamed Hassan
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.
Anderson, Jim
Ann Snow, Marguerite
Snow, Marguerite Ann
Arias de la Cruz, Andres
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.
Ayad Inad Khalaf
Azparren-Legarre, María Paz & María Camino Bueno-Alastuey
B. Silva, Breno
Baecher, Laura, Tim Farnsworth & Anne Ediger
Baecher, Laura, Marcia Knoll & Janet Patti
Baker, Monica
Bakshiri, Naeimeh & Mojtaba Mohammadi
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.
Banegas, Darío Luis
Barcomb, Michael & Walcir Cardoso
Barrios, Elvira
Barwell, Richard
2015. Commentary on Berger Dissertation Summary. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 314 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.
Belskaya, T.V.
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.
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.
Blanc, Nathalie & Peter Griggs
Bourdages, Johanne S. & Marie-Josée Vignola
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.
Bouthillier, Josée Le & Joseph Dicks
Brinton, Donna M.
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.
Bárcena-Toyos, Patricia
Böttger, Heiner & Tanja Müller
Cabezuelo Vivo, Rafael & Víctor Pavón
Callahan, Rebecca, Lindsey Wilkinson & Chandra Muller
Calzada, Asier & María del Pilar García Mayo
Cammarata, Laurent
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
Cammarata, Laurent & Corey Haley
CAMMARATA, LAURENT & DIANE J. TEDICK
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.
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.
Camus, Pablo
Carloni, Giovanna
Carloni, Giovanna
Carloni, Giovanna
Carloni, Giovanna
Carloni, Giovanna
Carol, Rita
Cenoz, Jasone
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
Chan, Jim Y.H.
Chan, Virak & Kathryn Henderson
Chen, Ya-Ling, Ting-An Yang & Hsiuling Lydia Chen
Clark, Julie Byrd
Coleman, Rhoda & Claude Goldenberg
Collins, Laura & Carmen Muñoz
Cormier, Marianne & Miles Turnbull
Cormier, Marianne & Miles Turnbull
Coyle, Do
Coyle, Do, Kim Bower, Yvonne Foley & Jonathan Hancock
Coyle, Do, Ana Halbach, Oliver Meyer & Kevin Schuck
Crossman, Katie
Dafouz, Emma & Abbie Hibler
Dale, Liz, Ron Oostdam & Marjolijn Verspoor
Dalton-Puffer, Christiane
Dalton-Puffer, Christiane
Dalton-Puffer, Christiane & Ute Smit
de Jong, Ester & Katherine Barko-Alva
de Oliveira, Luciana C.
de Zarobe, Yolanda Ruiz
de Zarobe, Yolanda Ruiz
de Zarobe, Yolanda Ruiz
Ruiz de Zarobe, Yolanda
del Pilar García Mayo, María
García Mayo, María del Pilar
Mayo, María del Pilar García
Delgado-Marín, Candela
Denman, Jenny, Rosie Tanner & Rick de Graaff
Devos, Nathan J.
Devos, Nathan J.
Devos, Nathan J.
Devos, Nathan J.
Devos, Nathan J.
Devos, Nathan J.
Dicks, Joseph & Fred Genesee
Dicks, Joseph & Fred Genesee
Domke, Lisa M., Laura A. May, Melody Kung, Lauren Coleman, Michael Vo & Gary E. Bingham
Donoso, Lizeth
Dormer, Jan Edwards
Dressler, Roswita & Katherine Mueller
Díaz Pérez, Wendy, Donna Lee Fields & David Marsh
Eckerth, Johannes, Karen Schramm & Erwin Tschirner
Ellis, Rod
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
Escobar Urmeneta, Cristina
Estes, Judi Simmons
Evnitskaya, Natalia
Faltis, Christian & Frank Ramírez‐Marín
Fazzi, Fabiana
Felicetti, Vera Lucia, Maria Luisa Spicer-Escalante, Renato de Oliveira Brito & Alexandre Anselmo Guilherme
Fleta, M. Teresa
Fleta Guillén, M. Teresa
Fleta Guillén, M. Teresa
Fleta Guillén, María Teresa
Flores, Nelson & Hugo Baetens Beardsmore
Fortier-Fréçon, Naomi & Leia Laing
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.
FORTUNE, TARA W. & DIANE J. TEDICK
Gagarina, Natalia & Alessandra Milano
Gagarina, Natalia & Alessandra Milano
Gallardo del Puerto, Francisco & María Martínez Adrián
Gallardo-del-Puerto, Francisco & María Martínez-Adrián
Gao, Xuesong
Gao, Xuesong
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.
Gebhard, Christian Alexander
Genesee, Fred
2022. The monolingual bias. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 153 ff.
Ghahremani-Ghajar, Sue-san, Hossein Mohammadi Doostdar & Seyyed-Abdolhamid Mirhosseini
Gibson, Judy & Sylvie Roy
2015. Canadian Parents for French. Journal of Immersion and Content-Based Language Education 3:2 ► pp. 218 ff.
Gierlinger, Erwin
Gieve, Simon & Sonia Cunico
GRAUS, JOHAN & PETER–ARNO COPPEN
Guillén, Teresa Fleta
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.
GÜNDAY, Rıfat
Haj-Broussard, Michelle, Heather K. Olson Beal & Nicole Boudreaux
Hall, Geoff
Hamayan, Else
2015. Commentary on Liu dissertation summary. Journal of Immersion and Content-Based Language Education 3:1 ► pp. 152 ff.
Hanzawa, Keiko
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.
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.
HEIFT, TRUDE
Heift, Trude
Heift, Trude
Heift, Trude & Nina Vyatkina
Hermes, Mary Rose, Mel M. Engman, Meixi & James McKenzie
Hoare, Philip
Hodgetts, John
Hong, Jiye
Hu, Jingjing & Xuesong (Andy) Gao
Huang, Dori & Johanna Watzinger‐Tharp
Ikeda, Makoto
Izquierdo, Jesús
Izquierdo, Jesús
IZQUIERDO, JESÚS & LAURA COLLINS
J., Elizabeth, Marie Gitschthaler & Susanne Schwab
Jaen Campos, Marta
Jakonen, Teppo
Jawhar, Sabria Salama
Jiang, Anne Li & Lawrence Jun Zhang
Jiang, Li, Lawrence Jun Zhang & Stephen May
Juan-Garau, Maria, José Igor Prieto-Arranz & Joana Salazar-Noguera
Juan-Garau, Maria & Joana Salazar-Noguera
Juan-Garau, Maria & Joana Salazar-Noguera
Junqueira, Luciana & YouJin Kim
K. Krishna Veni, M. Anand, M. Anish Alfred Vaz, S. Gomathi & K. Santhi Maheswari
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.
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.
Keyvanfar, Arshya & Naeimeh Bakshiri
Khezrlou, Sima
Kim, Hye Yeong
Kong, Stella
Kong, Stella
Kong, Stella
Kong, Stella
Kong, Stella & Philip Hoare
Koopman, Gerrit Jan, Jason Skeet & Rick de Graaff
Krulatz, Anna
KÖROĞLU, Hayrettin & Mustafa Naci KAYAOĞLU
Lacabex, Esther Gomez & Francisco Gallardo-del-Puerto
Larsen-Freeman, Diane
Lasagabaster, David
2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1 ► pp. 4 ff.
Lasagabaster, David
Lasagabaster, David & Aintzane Doiz
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.
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.
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.
Lee, Andrew H. & Roy Lyster
LEE, ANDREW H. & ROY LYSTER
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.
Levchyk, Iryna
Lightbown, Patsy M.
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.
Lin, Angel M. Y.
Lin, Angel M. Y.
Lin, Angel M. Y.
Lindahl, Kristen
Lindahl, Kristen
Lindahl, Kristen & Laura Baecher
Lindahl, Kristen & Naomi M. Watkins
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.
Lister, Sarah
Llinares, Ana
Llinares, Ana & Roy Lyster
Llinares, Ana & Anne McCabe
Llinares, Ana & Irene Pascual Peña
Lloyd, Jackie S. & Andrew H. Lee
Lo, Yuen Yi
Lo, Yuen Yi
Lo, Yuen Yi
Lo, Yuen Yi
Lo, Yuen Yi
Lo, Yuen Yi
Lo, Yuen Yi & Angel M. Y. Lin
Lo, Yuen Yi & Angel M. Y. Lin
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
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.
Lo, Yuen Yi & Ernesto Macaro
Lochmiller, Chad R, Audrey Lucero & Jessica Nina Lester
Loewen, Shawn
Loewen, Shawn
Loewen, Shawn & Hayo Reinders
Loewen, Shawn & Masatoshi Sato
Long, Michael H., Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee
Lorenzo, Francisco
2014. Motivation meets bilingual models. In Motivation and Foreign Language Learning [Language Learning & Language Teaching, 40], ► pp. 139 ff.
Lu, Yen-Hui
Lucero, Audrey
Luquin, María & María del Pilar García Mayo
Luquin, María & María del Pilar García Mayo
Lyster, Roy
Lyster, Roy
2017. Introduction to part I. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 19 ff.
Lyster, Roy
Lyster, Roy
Lyster, Roy & Susan Ballinger
Lyster, Roy, Laura Collins & Susan Ballinger
Lyster, Roy & Fred Genesee
Lyster, Roy & Jesús Izquierdo
Lyster, Roy & Leila Ranta
Lyster, Roy & Kazuya Saito
Lyster, Roy, Kazuya Saito & Masatoshi Sato
Lyster, Roy & Diane J. Tedick
2014. Research perspectives on immersion pedagogy. Journal of Immersion and Content-Based Language Education 2:2 ► pp. 210 ff.
Lü, Chan
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
MACINTYRE, PETER D., CAROLYN BURNS & ALISON JESSOME
Mady, Callie
Mady, Callie
Mady, Callie
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.
Marcos Miguel, Nausica
Marsh, David & María Jesús Frigols Martín
Martel, Jason
Martel, Jason
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.
Martínez-Adrián, María & María Nieva-Marroquín
Master, Benjamin, Susanna Loeb, Camille Whitney & James Wyckoff
Mayo, Maria del Pilar García & Ruth Milla
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.
McDonough, Kim & Wanpen Chaikitmongkol
Mehisto, Peeter, Liz Winter, Assel Kambatyrova & Kairat Kurakbayev
Melin, Charlotte
Melin, Charlotte
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.
Meyer, Oliver, Do Coyle, Margarete Imhof & Theresa Connolly
Meyer, Oliver
Morton, Tom
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.
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.
Nassaji, Hossein & Eva Kartchava
Navejas, Dawn
2022. Partner language development in TWI. Journal of Immersion and Content-Based Language Education 10:1 ► pp. 62 ff.
Nawrot-Lis, Beata
Netten, Joan & Claude Germain
Neumayer DePiper, Jill, Josephine Louie, Johannah Nikula, Pamela Buffington, Peter Tierney-Fife & Mark Driscoll
Nikula, Tarja & Karita Mård-Miettinen
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
Nyqvist, Eeva-Liisa & Sinikka Lahtinen
Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
Ní Chathasaigh, Christine & T.J. Ó Ceallaigh
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.
Ní Dhiorbháin, Aisling & Máire Ní Bhaoill
Ní Dhiorbháin, Aisling & Pádraig Ó Duibhir
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.
O'Grady, William
Olsson, Eva
Ortega, Lourdes
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.
Pastrana, Amanda, Ana Llinares & Irene Pascual
Pavón Vázquez, Víctor, Javier Ávila López, Arturo Gallego Segador & Roberto Espejo Mohedano
Pecorari, Diane
Peguret, Muriel
Peltekov, Peter
Peltoniemi, Annika & Mari Bergroth
Penning de Vries, Bart WF, Catia Cucchiarini, Helmer Strik & Roeland van Hout
Pladevall‐Ballester, Elisabet
Poirier, James & Roy Lyster
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.
Purser, Emily
Péguret, Muriel & Catherine Lamaison
Pérez Agustín, Mercedes
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez Cañado, María Luisa
Pérez-Cañado, María Luisa
Pérez-Vidal, Carmen
Pérez-Vidal, Carmen & Helena Roquet
Ramírez-Verdugo, M. Dolores & Leyre López Castellano
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., Marianne Cormier & Miles Turnbull
Rivard, Léonard P. & Ndeye R. Gueye
Rodgers, Daryl M.
Rodriguez-Valls, Fernando
Roquet, Helena & Carmen Pérez-Vidal
Ruiz de Zarobe, Yolanda & Jasone Cenoz
Ruiz de Zarobe, Yolanda & Roy Lyster
Rusk, Brian V., Johanne Paradis & Juhani Järvikivi
Ryan, Thomas G. & Erhan Sinay
Régio, Mónica, Marcelo Gaspar & Margarida Morgado
Sabatier, Cécile, Danièle Moore & Nathalie Sinclair
Saito, Kazuya
Saito, Kazuya
Saito, Kazuya
SAITO, KAZUYA
Saito, Kazuya
SAITO, KAZUYA & KEIKO HANZAWA
Saito, Kazuya & Roy Lyster
Saito, Kazuya & Kim van Poeteren
Saito, Kazuya, Stuart Webb, Pavel Trofimovich & Talia Isaacs
Saito, Kazuya & Xianghua Wu
Salvador-Garcia, Celina & Oscar Chiva-Bartoll
Sasajima, Shigeru
Sato, Masatoshi
Sato, Masatoshi
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.
SATO, SAYAKA, PASCAL M. GYGAX & UTE GABRIEL
Sato, Takanori & Chantal Hemmi
Schaeffer-Lacroix, Eva
Schulze, Mathias
Sheen, Younghee
Sheen, Younghee
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.
Shirazi, Zahra Rastegar Haghighi & Firooz Sadighi
Short, Deborah J., Carolyn G. Fidelman & Mohammed Louguit
Siekmann, Sabine & Joan Parker Webster
Siekmann, Sabine, Joan Parker Webster, Sally Angass’aq Samson, Catherine Keggutailnguq Moses & Jioanna Carjuzaa
Skorczynska, Hanna, Milagros del Saz Rubio & María Luisa Carrió-Pastor
Somers, Thomas
SPADA, NINA & PATSY M. LIGHTBOWN
Spenader, Allison J., Pamela M. Wesely & Cassandra Glynn
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
Sun, Yu-Chih
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.
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
Tan, May
Tedick, Diane J & Amy I Young
Tedick, Diane J. & Amy I. Young
Tedick, Diane J.
2022. Looking back and looking forward. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 400 ff.
Tedick, Diane J. & Siv Björklund
Tedick, Diane J. & Laurent Cammarata
Tedick, Diane J. & Laurent Cammarata
Tedick, Diane J. & Tara W. Fortune
Tedick, Diane J. & Pamela M. Wesely
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.
Thomas, Alain
Thomas, Anita
Thornbury, Scott
Tigert, Johanna M. & Megan Madigan Peercy
Toth, Paul D. & Kristin J. Davin
Trahey, Martha & Nina Spada
Troyan, Francis J., Laurent Cammarata & Jason Martel
TURNBULL, MILES, MARIANNE CORMIER & JIMMY BOURQUE
Turner, Marianne
Turner, Marianne
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
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
Uhl, Patricia, Anja K. Steinlen & Thorsten Piske
Ulusoy, Gulin & Muhammet Demirbilek
Valdés, Guadalupe
Valeo, Antonella
van Kampen, Evelyn, Wilfried Admiraal & Amanda Berry
Vega, Melita & Maria Moscoso
Villabona, Nerea & Jasone Cenoz
Walenta, Magdalena
Walenta, Magdalena
Wang, Yina, Yuan Peng, Lisa Alice Mitchell, Jianhua Hu, Pengkang Liu & Haipeng Tang
Wardman, Clare
Watzinger‐Tharp, Johanna, Fernando Rubio & Douglas S. Tharp
WATZINGER–THARP, JOHANNA, DOUGLAS S. THARP & FERNANDO RUBIO
Wesely, Pamela M. & Fatima Baig
Whittaker, Rachel, Ana Llinares & Anne McCabe
Whittle, Anna & Roy Lyster
Wilkinson, Robert
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.
Yang, Yingli & Roy Lyster
Zappa-Hollman, Sandra
Zhao, Ke & Chunlin Lei
Zhu, Yan, Yue Liu, Nana Yang & Jonathan Newton
Álvarez-Cofiño, Ángela
Ó Ceallaigh, T. J., Máiréad Hourigan & Aisling Leavy
Ó Ceallaigh, T.J., Mairéad Hourigan & Aisling Leavy
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.
[no author supplied]
[no author supplied]
[no author supplied]
This list is based on CrossRef data as of 16 march 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