Learning and Teaching Languages Through Content

A counterbalanced approach

| McGill University
HardboundAvailable
ISBN 9789027219749 | EUR 105.00 | USD 158.00
 
PaperbackAvailable
ISBN 9789027219763 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027292612 | EUR 105.00/33.00*
| USD 158.00/49.95*
 
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
Table of Contents
Tables and figures
ix
Preface
xi
1. Introduction
1
2. Instructional practices at the interface of language and content
25
3. Processing language through content
59
4. Negotiating language through content
87
5. Counterbalanced instruction
125
References
139
Author index
163
Subject index
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.”
“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.”
Cited by

Cited by other publications

No author info given
2012.  In Language Teaching Research and Language Pedagogy,  pp. 349 ff. Crossref logo
No author info given
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. Crossref logo
No author info given
2014. Research perspectives on immersion pedagogy: Looking back and looking forward. Journal of Immersion and Content-Based Language Education 2:2  pp. 210 ff. Crossref logo
No author info given
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. Crossref logo
Abrams, Zsuzsanna I.
2020.  In Intercultural Communication and Language Pedagogy, Crossref logo
Afshari, Sajad & Saeed Ketabi
2016. Current trends and future directions in teaching English pronunciation. International Journal of Research Studies in Language Learning 5:5 Crossref logo
Aguilar, Marta
2017. Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism 20:6  pp. 722 ff. Crossref logo
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. Crossref logo
Ammar, Ahlem & Rania Mohamed Hassan
2018. Talking It Through: Collaborative Dialogue and Second Language Learning. Language Learning 68:1  pp. 46 ff. Crossref logo
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. Crossref logo
Anderson, Jim
2011. Reshaping pedagogies for a plurilingual agenda. Language Learning Journal 39:2  pp. 135 ff. Crossref logo
Ann Snow, Marguerite
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Bakshiri, Naeimeh & Mojtaba Mohammadi
2014. Proactive/Reactive Focus on Form and Immediate/Delayed Writing Production. Procedia - Social and Behavioral Sciences 98  pp. 334 ff. Crossref logo
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. Crossref logo
Barwell, Richard
2015. Commentary on Berger Dissertation Summary. Journal of Immersion and Content-Based Language Education 3:2  pp. 314 ff. Crossref logo
Bateman, Blair, Michael W. Child & Eliane (Lily) Berlendis Bueno
2020. A focus on language in the immersion language arts curriculum. Journal of Immersion and Content-Based Language Education  pp. 1 ff. Crossref logo
Berg, Margaret A.
2015. Russian-speaking children and material needs in the reformist context: an ecological study of curriculum development. Journal of World Languages 2:2-3  pp. 126 ff. Crossref logo
Björklund, Siv
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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 Crossref logo
Bourdages, Johanne S. & Marie-Josée Vignola
2009. Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisantAIM. Canadian Modern Language Review 65:5  pp. 731 ff. Crossref logo
Brinton, Donna M.
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Calzada, Asier & María del Pilar García Mayo
2020. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness  pp. 1 ff. Crossref logo
Cammarata, Laurent
2009. Negotiating Curricular Transitions: Foreign Language Teachers' Learning Experience with Content-Based Instruction. Canadian Modern Language Review 65:4  pp. 559 ff. Crossref logo
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. Crossref logo
Cammarata, Laurent & Martine Cavanagh
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 39 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Cammarata, Laurent & T.J. Ó Ceallaigh
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 1 ff. Crossref logo
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. Crossref logo
Carloni, Giovanna
2012.  In CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings,  pp. 37 ff. Crossref logo
Carloni, Giovanna
2014.  In Cases on Communication Technology for Second Language Acquisition and Cultural Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 484 ff. Crossref logo
Carloni, Giovanna
2014.  In Computational Linguistics,  pp. 1145 ff. Crossref logo
Carloni, Giovanna
2015.  In Handbook of Research on Individual Differences in Computer-Assisted Language Learning [Advances in Educational Technologies and Instructional Design, ],  pp. 197 ff. Crossref logo
Carloni, Giovanna
2018.  In Online Course Management,  pp. 462 ff. Crossref logo
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. Crossref logo
Cenoz, Jasone
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 239 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Chan, Virak & Kathryn Henderson
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
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. Crossref logo
Clark, Julie Byrd
2012. Heterogeneity and a Sociolinguistics of Multilingualism : Reconfiguring French Language Pedagogy. Language and Linguistics Compass 6:3  pp. 143 ff. Crossref logo
Coleman, Rhoda & Claude Goldenberg
2010. What Does Research Say about Effective Practices for English Learners?. Kappa Delta Pi Record 46:2  pp. 60 ff. Crossref logo
Collins, Laura & Carmen Muñoz
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1  pp. 133 ff. Crossref logo
Cormier, Marianne & Miles Turnbull
2009. Une approche littératiée : apprendre les sciences et la langue en immersion tardive. Canadian Modern Language Review 65:5  pp. 817 ff. Crossref logo
Cormier, Marianne & Miles Turnbull
2012. Une approche littératiée : apprendre les sciences et la langue en immersion tardive (avec fonctionnement supplémentaire). The Canadian Modern Language Review 66:Supplement 1  pp. S817 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Dale, Liz, Ron Oostdam & Marjolijn Verspoor
2018. 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  pp. 1 ff. Crossref logo
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31  pp. 182 ff. Crossref logo
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. Crossref logo
Dalton-Puffer, Christiane & Ute Smit
2013. Content and Language Integrated Learning: A research agenda. Language Teaching 46:4  pp. 545 ff. Crossref logo
Annick De Houwer & Lourdes Ortega
2018.  In The Cambridge Handbook of Bilingualism, Crossref logo
de Jong, Ester & Katherine Barko-Alva
2015.  In Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals [Advances in Research on Teaching, 24],  pp. 107 ff. Crossref logo
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. Crossref logo
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. Crossref logo
de Zarobe, Yolanda Ruiz
2015.  In Language Awareness and Multilingualism,  pp. 1 ff. Crossref logo
de Zarobe, Yolanda Ruiz
2017.  In Language Awareness and Multilingualism,  pp. 149 ff. Crossref logo
del Pilar García Mayo, María
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Delgado-Marín, Candela
2015.  In (Se) construire dans l’interlangue,  pp. 49 ff. Crossref logo
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. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 11 ff. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 61 ff. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 147 ff. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 167 ff. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 187 ff. Crossref logo
Devos, Nathan J.
2016.  In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 215 ff. Crossref logo
Dicks, Joseph & Fred Genesee
2016.  In Bilingual and Multilingual Education,  pp. 1 ff. Crossref logo
Dicks, Joseph & Fred Genesee
2017.  In Bilingual and Multilingual Education,  pp. 453 ff. Crossref logo
Dormer, Jan Edwards
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Díaz Pérez, Wendy, Donna Lee Fields & David Marsh
2018. Innovations and Challenges: Conceptualizing CLIL Practice. Theory Into Practice 57:3  pp. 177 ff. Crossref logo
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. Crossref logo
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019.  In Task-Based Language Teaching, Crossref logo
Escobar Urmeneta, Cristina
2020.  In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],  pp. 179 ff. Crossref logo
Estes, Judi Simmons
2018.  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. Crossref logo
Evnitskaya, Natalia
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 237 ff. Crossref logo
Faltis, Christian & Frank Ramírez-Marín
2015.  In The Handbook of Bilingual and Multilingual Education,  pp. 336 ff. Crossref logo
Fleta Guillén, M. Teresa
2018.  In Preschool Bilingual Education [Multilingual Education, 25],  pp. 283 ff. Crossref logo
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. Crossref logo
Fleta Guillén, María Teresa
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 59 ff. Crossref logo
Flores, Nelson & Hugo Baetens Beardsmore
2015.  In The Handbook of Bilingual and Multilingual Education,  pp. 203 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
García Mayo, María del Pilar & María Basterrechea
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 33 ff. Crossref logo
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. Crossref logo
Gibson, Judy & Sylvie Roy
2015. Canadian Parents for French. Journal of Immersion and Content-Based Language Education 3:2  pp. 218 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Guillén, Teresa Fleta
2019.  In Teaching Literature and Language Through Multimodal Texts [Advances in Linguistics and Communication Studies, ],  pp. 93 ff. Crossref logo
Gutiérrez Mangado, María Juncal & María Martínez-Adrián
2018. CLIL at the linguistic interfaces. Journal of Immersion and Content-Based Language Education 6:1  pp. 85 ff. Crossref logo
Hall, Geoff
2015.  In Literature and Language Learning in the EFL Classroom,  pp. 13 ff. Crossref logo
Hamayan, Else
2015. Commentary on Liu dissertation summary. Journal of Immersion and Content-Based Language Education 3:1  pp. 152 ff. Crossref logo
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. Canadian Modern Language Review 74:4  pp. 502 ff. Crossref logo
He, Peichang & Angel 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. Crossref logo
HEIFT, TRUDE
2010. Prompting in CALL: A Longitudinal Study of Learner Uptake. The Modern Language Journal 94:2  pp. 198 ff. Crossref logo
Heift, Trude
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Heift, Trude
2017.  In Language, Education and Technology,  pp. 289 ff. Crossref logo
Heift, Trude & Nina Vyatkina
2017.  In The Handbook of Technology and Second Language Teaching and Learning,  pp. 26 ff. Crossref logo
Hoare, Philip
2010. Content-based language teaching in China: contextual influences on implementation. Journal of Multilingual and Multicultural Development 31:1  pp. 69 ff. Crossref logo
Hu, Jingjing & Xuesong (Andy) Gao
2020. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness  pp. 1 ff. Crossref logo
Ikeda, Makoto
2019.  In Innovation in Language Teaching and Learning,  pp. 23 ff. Crossref logo
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. Canadian Modern Language Review 65:4  pp. 587 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal Crossref logo
Jiang, Anne Li & Lawrence Jun Zhang
2017.  In Innovation in Language Learning and Teaching,  pp. 173 ff. Crossref logo
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. Crossref logo
Kachinske, Ilina & Robert M. 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. Crossref logo
Keyvanfar, Arshya & Naeimeh Bakshiri
2011. Time Matters: Proactive vs. Reactive FOF. i-manager’s Journal on English Language Teaching 1:2  pp. 27 ff. Crossref logo
Khezrlou, Sima
2019. Task Repetition and Corrective Feedback: The Role of Feedback Types and Structure Saliency. English Teaching & Learning 43:2  pp. 213 ff. Crossref logo
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. Crossref logo
Kong, Stella
2009. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies?. Canadian Modern Language Review 66:2  pp. 233 ff. Crossref logo
Kong, Stella
2012. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies? (Enhanced). The Canadian Modern Language Review 66:Supplement 1  pp. S233 ff. Crossref logo
Kong, Stella
2015. Designing Content-Language Integrated Learning Materials for Late Immersion Students. TESOL Journal 6:2  pp. 302 ff. Crossref logo
Kong, Stella & Philip Hoare
2011. Cognitive content engagement in content-based language teaching. Language Teaching Research 15:3  pp. 307 ff. Crossref logo
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. Crossref logo
Larsen-Freeman, Diane
2015. Research into practice: Grammar learning and teaching. Language Teaching 48:2  pp. 263 ff. Crossref logo
Lasagabaster, David
2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1  pp. 4 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Leavy, Aisling, Mairéad Hourigan & T.J. Ó Ceallaigh
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 67 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Lightbown, Patsy M.
2014. Making the minutes count in L2 teaching. Language Awareness 23:1-2  pp. 3 ff. Crossref logo
Lightbown, Patsy M.
2015. Commentary on Liu dissertation summary. Journal of Immersion and Content-Based Language Education 3:1  pp. 148 ff. Crossref logo
Lightbown, Patsy M.
2016.  In Becoming and Being an Applied Linguist,  pp. 175 ff. Crossref logo
Lin, Angel M. Y.
2016.  In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 1 ff. Crossref logo
Lin, Angel M. Y.
2016.  In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 143 ff. Crossref logo
Lin, Angel M. Y.
2016.  In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 173 ff. Crossref logo
Lindahl, Kristen
2019. Teacher Language Awareness Development and Its Implications for New Educators. The New Educator 15:2  pp. 85 ff. Crossref logo
Lindahl, Kristen
2020. Connecting Ideology and Awareness: Critical Multilingual Awareness in CLIL Contexts. English Teaching & Learning 44:2  pp. 211 ff. Crossref logo
Lindahl, Kristen & Laura Baecher
2016. Teacher language awareness in supervisory feedback cycles. ELT Journal 70:1  pp. 28 ff. Crossref logo
Lindahl, Kristen & Naomi M. Watkins
2015. Creating a Culture of Language Awareness in Content-Based Contexts. TESOL Journal 6:4  pp. 777 ff. Crossref logo
Llinares, Ana
2015. Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum 28:1  pp. 58 ff. Crossref logo
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. Crossref logo
Llinares, Ana & Anne McCabe
2020. Systemic functional linguistics: the perfect match for content and language integrated learning. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Lo, Yuen Yi
2020.  In Professional Development of CLIL Teachers,  pp. 3 ff. Crossref logo
Lo, Yuen Yi
2020.  In Professional Development of CLIL Teachers,  pp. 95 ff. Crossref logo
Lo, Yuen Yi
2020.  In Professional Development of CLIL Teachers,  pp. 113 ff. Crossref logo
Lo, Yuen Yi & Angel M. Y. Lin
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 963 ff. Crossref logo
Lo, Yuen Yi & Angel M. Y. Lin
2019.  In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
2018.  In Global Developments in Literacy Research for Science Education,  pp. 79 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Loewen, Shawn
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Loewen, Shawn
2019.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Loewen, Shawn & Hayo Reinders
2011.  In Key Concepts in Second Language Acquisition,  pp. 1 ff. Crossref logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. Crossref logo
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. Crossref logo
Lorenzo, Francisco
2014.  In Motivation and Foreign Language Learning [Language Learning & Language Teaching, 40],  pp. 139 ff. Crossref logo
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. Crossref logo
Luquin, María & María del Pilar García Mayo
2020. Collaborative writing and feedback. Language Teaching for Young Learners 2:1  pp. 73 ff. Crossref logo
Lyster, Roy
2015.  In The Handbook of Classroom Discourse and Interaction,  pp. 213 ff. Crossref logo
Lyster, Roy
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 19 ff. Crossref logo
Lyster, Roy
2019. Making research on instructed SLA relevant for teachers through professional development. Language Teaching Research 23:4  pp. 494 ff. Crossref logo
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4  pp. 340 ff. Crossref logo
Lyster, Roy & Susan Ballinger
2011. Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research 15:3  pp. 279 ff. Crossref logo
Lyster, Roy, Laura Collins & Susan Ballinger
2009. Linking languages through a bilingual read-aloud project. Language Awareness 18:3-4  pp. 366 ff. Crossref logo
Lyster, Roy & Fred Genesee
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Lyster, Roy & Fred Genesee
2019.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Lyster, Roy & Jesús Izquierdo
2009. Prompts Versus Recasts in Dyadic Interaction. Language Learning 59:2  pp. 453 ff. Crossref logo
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. Crossref logo
Lyster, Roy & Kazuya Saito
2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2  pp. 265 ff. Crossref logo
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms. Language Teaching 46:1  pp. 1 ff. Crossref logo
Lü, Chan
2019.  In Chinese Literacy Learning in an Immersion Program,  pp. 1 ff. Crossref logo
Lü, Chan
2019.  In Chinese Literacy Learning in an Immersion Program,  pp. 193 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Mancho-Barés, Guzman & Marta Aguilar-Pérez
2020. EMI lecturers’ practices in correcting English. Journal of Immersion and Content-Based Language Education  pp. 1 ff. Crossref logo
Marsh, David & María Jesús Frigols Martín
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Martel, Jason
2015. Learning to Teach a Foreign Language: Identity Negotiation and Conceptualizations of Pedagogical Progress. Foreign Language Annals 48:3  pp. 394 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
McDonough, Kim & Wanpen Chaikitmongkol
2010. Collaborative Syntactic Priming Activities and EFL Learners’ Production ofWh-questions. Canadian Modern Language Review 66:6  pp. 817 ff. Crossref logo
Melin, Charlotte
2013. Climate Change: A “Green” Approach to Teaching Contemporary Germany. Die Unterrichtspraxis/Teaching German 46:2  pp. 185 ff. Crossref logo
Melin, Charlotte
2014.  In Transforming Postsecondary Foreign Language Teaching in the United States [Educational Linguistics, 21],  pp. 103 ff. Crossref logo
Meyer, Oliver, Do Coyle, Margarete Imhof & Theresa Connolly
2018.  In Emotions in Second Language Teaching,  pp. 277 ff. Crossref logo
Morton, Tom
2015. Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal 43:3  pp. 256 ff. Crossref logo
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. Crossref logo
Morton, Tom & Ana Llinares
2017.  In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 1 ff. Crossref logo
Nassaji, Hossein & Eva Kartchava
2019.  In The Cambridge Handbook of Language Learning,  pp. 597 ff. Crossref logo
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. Crossref logo
Nikula, Tarja & Karita Mård-Miettinen
2014.  In Handbook of Pragmatics, Crossref logo
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. Crossref logo
Ní Dhiorbháin, Aisling & Máire Ní Bhaoill
2018. Taithí múinteoirí faoi oiliúint ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha. COMHARTaighde :4 Crossref logo
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. Crossref logo
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. Crossref logo
O'Grady, William
2018. Assessing Language Revitalization: Methods and Priorities. Annual Review of Linguistics 4:1  pp. 317 ff. Crossref logo
Ortega, Lourdes
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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. Crossref logo
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. Crossref logo
Pecorari, Diane
2020.  In Integrating Content and Language in Multilingual Universities [Educational Linguistics, 44],  pp. 15 ff. Crossref logo
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. Crossref logo
Peltekov, Peter
2020. The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation. Die Unterrichtspraxis/Teaching German 53:1  pp. 1 ff. Crossref logo
Peltoniemi, Annika & Mari Bergroth
2020. Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Purser, Emily
2011.  In Writing in the Disciplines,  pp. 30 ff. Crossref logo
Pérez Agustín, Mercedes
2019. Meeting CLIL teachers’ training and professional development needs. NABE Journal of Research and Practice 9:3-4  pp. 119 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Pérez Cañado, María Luisa
2018.  In Current Research in Bilingualism and Bilingual Education [Multilingual Education, 26],  pp. 207 ff. Crossref logo
Pérez Cañado, María Luisa
2018. Innovations and Challenges in CLIL Teacher Training. Theory Into Practice 57:3  pp. 1 ff. Crossref logo
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. Crossref logo
Ranta, Leila
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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. Crossref logo
Rodgers, Daryl M.
2015. Incidental Language Learning in Foreign Language Content Courses. The Modern Language Journal 99:1  pp. 113 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Ruiz de Zarobe, Yolanda
2017.  In Language Awareness and Multilingualism,  pp. 1 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Ryan, Thomas G. & Erhan Sinay
2020. A Canadian Perspective: French Language Learning. International Journal of Educational Reform 29:4  pp. 311 ff. Crossref logo
Régio, Mónica, Marcelo Gaspar & Margarida Morgado
2019.  In Innovation, Engineering and Entrepreneurship [Lecture Notes in Electrical Engineering, 505],  pp. 1125 ff. Crossref logo
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 Crossref logo
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. Crossref logo
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. Crossref logo
Saito, Kazuya
2013. REEXAMINING EFFECTS OF FORM-FOCUSED INSTRUCTION ON L2 PRONUNCIATION DEVELOPMENT. Studies in Second Language Acquisition 35:1  pp. 1 ff. Crossref logo
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. Crossref logo
Saito, Kazuya
2015. Variables affecting the effects of recasts on L2 pronunciation development. Language Teaching Research 19:3  pp. 276 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Saito, Kazuya & Xianghua Wu
2014. COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING. Studies in Second Language Acquisition 36:4  pp. 647 ff. Crossref logo
Sasajima, Shigeru
2019.  In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 287 ff. Crossref logo
Sato, Masatoshi
2013. Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal 97:3  pp. 611 ff. Crossref logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective-Social-Cognitive Model. Language Learning 67:2  pp. 249 ff. Crossref logo
Sato, Masatoshi & Paula Viveros
2016.  In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 91 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Schulze, Mathias
2008. Interfaces in Intelligent CALL. Computer Assisted Language Learning 21:4  pp. 301 ff. Crossref logo
Sheen, Younghee
2008. Recasts, Language Anxiety, Modified Output, and L2 Learning. Language Learning 58:4  pp. 835 ff. Crossref logo
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. Crossref logo
Shintani, Natsuko
2018.  In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 200 ff. Crossref logo
Shirazi, Zahra Rastegar Haghighi & Firooz Sadighi
2012. Implicit Versus Explicit Feedback in Classroom: An Experimental Study. Journal of Language Teaching and Research 3:3 Crossref logo
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. Crossref logo
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 Crossref logo
Skorczynska, Hanna, Milagros del Saz Rubio & María Luisa Carrió-Pastor
2016.  In Technology Implementation in Second Language Teaching and Translation Studies [New Frontiers in Translation Studies, ],  pp. 13 ff. Crossref logo
Snow, Marguerite Ann
2020.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
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. Crossref logo
Spada, Nina
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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. Crossref logo
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2016.  In Second and Foreign Language Education,  pp. 1 ff. Crossref logo
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2017.  In Second and Foreign Language Education,  pp. 71 ff. Crossref logo
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. Crossref logo
Surkamp, Carola
2010.  In Metzler Lexikon Fremdsprachendidaktik,  pp. 27 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Tedick, Diane J. & Siv Björklund
2017. Editorial. Journal of Immersion and Content-Based Language Education 5:1  pp. 1 ff. Crossref logo
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  pp. s28 ff. Crossref logo
Tedick, Diane J. & Tara W. Fortune
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Tedick, Diane J. & Caleb Zilmer
2020.  In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],  pp. 119 ff. Crossref logo
Thomas, Alain
2015. Nous/on : De la réalité linguistique à la salle de classe. Arborescences :5  pp. 126 ff. Crossref logo
Thornbury, Scott
2016. The Principled Communicative Approach: Seven Criteria for Success. ELT Journal 70:1  pp. 105 ff. Crossref logo
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. Crossref logo
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1  pp. 148 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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  pp. 182 ff. Crossref logo
Turner, Marianne
2013. Content-based Japanese Language Teaching in Australian Schools: Is CLIL a Good Fit?. Japanese Studies 33:3  pp. 315 ff. Crossref logo
Turner, Marianne
2019.  In Multilingualism as a Resource and a Goal,  pp. 1 ff. Crossref logo
Turner, Marianne
2019.  In Multilingualism as a Resource and a Goal,  pp. 45 ff. Crossref logo
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. Crossref logo
Turner, Marianne
2020. Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia. Language Teaching Research  pp. 136216882093882 ff. Crossref logo
Ulusoy, Gulin & Muhammet Demirbilek
2013. The Effects of Using Situation Comedy Video on English Speaking. The Anthropologist 16:1-2  pp. 351 ff. Crossref logo
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. Crossref logo
Valeo, Antonella
2013. Language awareness in a content-based language programme. Language Awareness 22:2  pp. 126 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Walenta, Magdalena
2016.  In Classroom-Oriented Research [Second Language Learning and Teaching, ],  pp. 243 ff. Crossref logo
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. Crossref logo
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. Crossref logo
Watzinger-Tharp, Johanna, Fernando Rubio & Douglas S. Tharp
2018. Linguistic performance of dual language immersion students. Foreign Language Annals 51:3  pp. 575 ff. Crossref logo
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. Crossref logo
Whittaker, Rachel, Ana Llinares & Anne McCabe
2011. Written discourse development in CLIL at secondary school. Language Teaching Research 15:3  pp. 343 ff. Crossref logo
Whittle, Anna & Roy Lyster
2016. Focus on Italian Verbal Morphology in Multilingual Classes. Language Learning 66:1  pp. 31 ff. Crossref logo
Wilkinson, Robert
2018. Content and language integration at universities? Collaborative reflections. International Journal of Bilingual Education and Bilingualism 21:5  pp. 607 ff. Crossref logo
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. Crossref logo
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. Crossref logo
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. Crossref logo
Zhao, Ke & Chunlin Lei
2017.  In Innovation in Language Learning and Teaching,  pp. 89 ff. Crossref logo
Ó Ceallaigh, T. J., Máiréad Hourigan & Aisling Leavy
2018. Developing potentiality: pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism  pp. 1 ff. Crossref logo
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 Crossref logo

This list is based on CrossRef data as of 05 september 2020. 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
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2007004379