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 394 other publications
No author info given
2008. Book and Software Reviews / Critiques de livres et de logiciels.
The Canadian Modern Language Review 65:2 ► pp. 335 ff. 
No author info given
2010. Book and Software Reviews / Critiques de livres et de logiciels.
The Canadian Modern Language Review 66:3 ► pp. 465 ff.
No author info given
2012.
In Language Teaching Research and Language Pedagogy,
► pp. 349 ff.
No author info given
2014. Book and Software Reviews / Critiques de livres et de logiciels.
The Canadian Modern Language Review 70:1 ► pp. 123 ff.
Abrams, Zsuzsanna I.
2020.
In Intercultural Communication and Language Pedagogy,
Afshari, Sajad & Saeed Ketabi
2016. Current trends and future directions in teaching English pronunciation.
International Journal of Research Studies in Language Learning 5:5
Aguilar, Marta
2017. Engineering lecturers’ views on CLIL and EMI.
International Journal of Bilingual Education and Bilingualism 20:6 ► pp. 722 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021.
In The Cambridge Handbook of Task-Based Language Teaching,
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
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.
Ammar, Ahlem & Rania Mohamed Hassan
2018. Talking It Through: Collaborative Dialogue and Second Language Learning.
Language Learning 68:1 ► pp. 46 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.
In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],
► pp. 17 ff.
Anderson, Jim
2011. Reshaping pedagogies for a plurilingual agenda.
Language Learning Journal 39:2 ► pp. 135 ff.
Ann Snow, Marguerite
2012.
In The Encyclopedia of Applied Linguistics,
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.
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.
B. Silva, Breno
2022.
In Writing to Learn Academic Words [Second Language Learning and Teaching, ],
► pp. 21 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.
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.
Baker, Monica
2022.
In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication [Advances in Educational Technologies and Instructional Design, ],
► pp. 362 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.
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
2022. Research into practice: CLIL in South America.
Language Teaching 55:3 ► pp. 379 ff.
Barrios, Elvira
2021.
In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38],
► pp. 103 ff.
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.
2021. In Search of Methodology for English Medium Instruction.
Cultural-Historical Psychology 17:3 ► pp. 42 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.
Björklund, Siv
2012.
In The Encyclopedia of Applied Linguistics,
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
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
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.
Bouthillier, Josée Le & Joseph Dicks
2013. L’emploi d’un modèle d’enseignement systématique d’écriture: Une étude de cas en 7e année de l’immersion précoce.
The Canadian Modern Language Review 69:3 ► pp. 298 ff.
Brinton, Donna M.
2012.
In The Encyclopedia of Applied Linguistics,
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
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.
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.
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.
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.
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.
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 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 & DIANE J. TEDICK
2012. Balancing Content and Language in Instruction: The Experience of Immersion Teachers.
The Modern Language Journal 96:2 ► pp. 251 ff.
Cammarata, Laurent & T.J. Ó Ceallaigh
2020.
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
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.
Carloni, Giovanna
2012.
In CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings,
► pp. 37 ff.
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.
Carloni, Giovanna
2014.
In Computational Linguistics,
► pp. 1145 ff.
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.
Carloni, Giovanna
2018.
In Online Course Management,
► pp. 462 ff.
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.
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.
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.
Chan, Virak & Kathryn Henderson
2018.
In The TESOL Encyclopedia of English Language Teaching,
► pp. 1 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.
Clark, Julie Byrd
2012. Heterogeneity and aSociolinguistics of Multilingualism: Reconfiguring French Language Pedagogy.
Language and Linguistics Compass 6:3 ► pp. 143 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.
Collins, Laura & Carmen Muñoz
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations.
The Modern Language Journal 100:S1 ► pp. 133 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.
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.
Coyle, Do, Kim Bower, Yvonne Foley & Jonathan Hancock
2021. Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study.
International Journal of Bilingual Education and Bilingualism ► 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.
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.
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.
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.
Dalton-Puffer, Christiane & Ute Smit
2013. Content and Language Integrated Learning: A research agenda.
Language Teaching 46:4 ► pp. 545 ff.
Annick De Houwer & Lourdes Ortega
2018.
In The Cambridge Handbook of Bilingualism,
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.
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.
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.
In Language Awareness and Multilingualism,
► pp. 1 ff.
de Zarobe, Yolanda Ruiz
2017.
In Language Awareness and Multilingualism,
► pp. 149 ff.
del Pilar García Mayo, María
2018.
In The TESOL Encyclopedia of English Language Teaching,
► pp. 1 ff.
Delgado-Marín, Candela
2015.
In (Se) construire dans l’interlangue,
► pp. 49 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.
Devos, Nathan J.
2016.
In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],
► pp. 11 ff.
Devos, Nathan J.
2016.
In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],
► pp. 61 ff.
Devos, Nathan J.
2016.
In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],
► pp. 147 ff.
Devos, Nathan J.
2016.
In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],
► pp. 167 ff.
Devos, Nathan J.
2016.
In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],
► pp. 187 ff.
Devos, Nathan J.
2016.
In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],
► pp. 215 ff.
Dicks, Joseph & Fred Genesee
2016.
In Bilingual and Multilingual Education,
► pp. 1 ff.
Dicks, Joseph & Fred Genesee
2017.
In Bilingual and Multilingual Education,
► pp. 453 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.
Dormer, Jan Edwards
2018.
In The TESOL Encyclopedia of English Language Teaching,
► 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.
Díaz Pérez, Wendy, Donna Lee Fields & David Marsh
2018. Innovations and Challenges: Conceptualizing CLIL Practice.
Theory Into Practice 57:3 ► pp. 177 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.
Ellis, Rod
2021.
In Task-Based Language Teaching and Assessment,
► pp. 39 ff.
Ellis, Rod, Peter Skehan, Shaofeng Li, Natsuko Shintani & Craig Lambert
2019.
In Task-Based Language Teaching,
Escobar Urmeneta, Cristina
2020.
In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ],
► pp. 179 ff.
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.
Evnitskaya, Natalia
2019.
In Content and Language Integrated Learning in Spanish and Japanese Contexts,
► pp. 237 ff.
Faltis, Christian & Frank Ramírez-Marín
2015.
In The Handbook of Bilingual and Multilingual Education,
► pp. 336 ff.
Fazzi, Fabiana
2020. Stakeholders’ Perceptions over the Integration of CLIL and Museum Education and Methodological Implications
.
EL.LE :3
Fleta Guillén, M. Teresa
2018.
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.
Fleta Guillén, María Teresa
2019.
In Content and Language Integrated Learning in Spanish and Japanese Contexts,
► pp. 59 ff.
Flores, Nelson & Hugo Baetens Beardsmore
2015.
In The Handbook of Bilingual and Multilingual Education,
► pp. 203 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.
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
2015. Oral Proficiency Assessment of English-Proficient K-8 Spanish Immersion Students.
The Modern Language Journal 99:4 ► pp. 637 ff.
Gagarina, Natalia & Alessandra Milano
2021.
In Handbook of Early Language Education [Springer International Handbooks of Education, ],
► pp. 1 ff.
Gagarina, Natalia & Alessandra Milano
2022.
In Handbook of Early Language Education [Springer International Handbooks of Education, ],
► pp. 83 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.
Gao, Xuesong
2022.
In International Handbook on Education Development in Asia-Pacific,
► pp. 1 ff.
García Mayo, María del Pilar
2021.
In Research Questions in Language Education and Applied Linguistics [Springer Texts in Education, ],
► pp. 189 ff.
García Mayo, María del Pilar & María Basterrechea
2017.
In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],
► pp. 33 ff.
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
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.
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.
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.
Guillén, Teresa Fleta
2019.
In Teaching Literature and Language Through Multimodal Texts [Advances in Linguistics and Communication Studies, ],
► pp. 93 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.
GÜNDAY, Rıfat
2022. Content-based instruction model and action-oriented approach in foreign language education.
RumeliDE Dil ve Edebiyat Araştırmaları Dergisi
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.
Hall, Geoff
2015.
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.
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.
He, Peichang & Angel M.Y. Lin
2021.
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
2010. Prompting in CALL: A Longitudinal Study of Learner Uptake.
The Modern Language Journal 94:2 ► pp. 198 ff.
Heift, Trude
2012.
In The Encyclopedia of Applied Linguistics,
Heift, Trude
2017.
In Language, Education and Technology,
► pp. 289 ff.
Heift, Trude & Nina Vyatkina
2017.
In The Handbook of Technology and Second Language Teaching and Learning,
► pp. 26 ff.
Hermes, Mary Rose, Mel M. Engman, Meixi & James McKenzie
2022. Relationality and Ojibwemowin† in Forest Walks: Learning from Multimodal Interaction about Land and Language.
Cognition and Instruction ► pp. 1 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.
Hodgetts, John
2020.
In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ],
► pp. 9 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.
Ikeda, Makoto
2019.
In Innovation in Language Teaching and Learning [New Language Learning and Teaching Environments, ],
► pp. 23 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.
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.
J., Elizabeth, Marie Gitschthaler & Susanne Schwab
2022. Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria.
European Journal of Educational Research 11:1 ► pp. 573 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.
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.
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction.
SSRN Electronic Journal
Jiang, Anne Li & Lawrence Jun Zhang
2017.
In Innovation in Language Learning and Teaching,
► pp. 173 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.
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.
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.
In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116],
► pp. 33 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.
Khezrlou, Sima
2019. Task Repetition and Corrective Feedback: The Role of Feedback Types and Structure Saliency.
English Teaching & Learning 43:2 ► pp. 213 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.
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.
Kong, Stella & Philip Hoare
2011. Cognitive content engagement in content-based language teaching.
Language Teaching Research 15:3 ► pp. 307 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.
Krulatz, Anna
2021.
In Teaching Language and Content in Multicultural and Multilingual Classrooms,
► pp. 97 ff.
KÖROĞLU, Hayrettin & Mustafa Naci KAYAOĞLU
2022. Türk yabancı dil İngilizce öğretmenlerinin sözlü geri dönüt uygulamaları.
Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
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.
Larsen-Freeman, Diane
2015. Research into practice: Grammar learning and teaching.
Language Teaching 48:2 ► pp. 263 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.
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.
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.
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
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.
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
2022. SPECIFIC FEATURES OF THE ORGANIZATIONAL MODELS OF SPECIALTY BASED INTEGRATED LEARNING INTRODUCED IN UKRAINE.
Grail of Science :12-13 ► pp. 575 ff.
Le Pipec, Erwan
2021. L’École, planche de salut du breton ?.
Glottopol :35
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.
In Becoming and Being an Applied Linguist,
► pp. 175 ff.
Lin, Angel M. Y.
2016.
In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,
► pp. 1 ff.
Lin, Angel M. Y.
2016.
In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,
► pp. 143 ff.
Lin, Angel M. Y.
2016.
In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,
► pp. 173 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.
Lindahl, Kristen & Laura Baecher
2016. Teacher language awareness in supervisory feedback cycles.
ELT Journal 70:1 ► pp. 28 ff.
Lindahl, Kristen & Naomi M. Watkins
2015. Creating a Culture of Language Awareness in Content-Based Contexts.
TESOL Journal 6:4 ► pp. 777 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.
Lister, Sarah
2022.
In Handbook of Research on International Approaches and Practices for Gamifying Mathematics [Advances in Game-Based Learning, ],
► pp. 1 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 & 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.
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.
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
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.
In Professional Development of CLIL Teachers,
► pp. 3 ff.
Lo, Yuen Yi
2020.
In Professional Development of CLIL Teachers,
► pp. 95 ff.
Lo, Yuen Yi
2020.
In Professional Development of CLIL Teachers,
► pp. 113 ff.
Lo, Yuen Yi & Angel M. Y. Lin
2019.
In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],
► pp. 963 ff.
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.
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
2018.
In Global Developments in Literacy Research for Science Education,
► pp. 79 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.
In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],
► pp. 143 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.
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.
Loewen, Shawn
2012.
In The Encyclopedia of Applied Linguistics,
Loewen, Shawn
2019.
In The Encyclopedia of Applied Linguistics,
► pp. 1 ff.
Loewen, Shawn & Hayo Reinders
2011.
In Key Concepts in Second Language Acquisition,
► pp. 1 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.
Lorenzo, Francisco
2014.
In Motivation and Foreign Language Learning [Language Learning & Language Teaching, 40],
► pp. 139 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.
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.
Luquin, María & María del Pilar García Mayo
2020. Collaborative writing and feedback.
Language Teaching for Young Learners 2:1 ► pp. 73 ff.
Lyster, Roy
2015.
In The Handbook of Classroom Discourse and Interaction,
► pp. 213 ff.
Lyster, Roy
2017.
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.
Lyster, Roy & Susan Ballinger
2011. Content-based language teaching: Convergent concerns across divergent contexts.
Language Teaching Research 15:3 ► pp. 279 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 & Fred Genesee
2012.
In The Encyclopedia of Applied Linguistics,
Lyster, Roy & Fred Genesee
2019.
In The Encyclopedia of Applied Linguistics,
► pp. 1 ff.
Lyster, Roy & Jesús Izquierdo
2009. Prompts Versus Recasts in Dyadic Interaction.
Language Learning 59:2 ► pp. 453 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
2010. ORAL FEEDBACK IN CLASSROOM SLA.
Studies in Second Language Acquisition 32:2 ► pp. 265 ff.
Lyster, Roy, Kazuya Saito & Masatoshi Sato
2013. Oral corrective feedback in second language classrooms.
Language Teaching 46:1 ► pp. 1 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.
Lü, Chan
2019.
In Chinese Literacy Learning in an Immersion Program,
► pp. 1 ff.
Lü, Chan
2019.
In Chinese Literacy Learning in an Immersion Program,
► pp. 193 ff.
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
2021. Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?.
Irish Educational Studies ► pp. 1 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.
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.
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
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.
Marsh, David & María Jesús Frigols Martín
2012.
In The Encyclopedia of Applied Linguistics,
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.
Martínez-Adrián, María & María Nieva-Marroquín
2022. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners.
International Review of Applied Linguistics in Language Teaching 0:0
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.
Mayo, Maria del Pilar García & Ruth Milla
2021.
In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,
► pp. 473 ff.
Mayo, María del Pilar García
2021.
In The Cambridge Handbook of Task-Based Language Teaching,
► pp. 397 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.
Mehisto, Peeter, Liz Winter, Assel Kambatyrova & Kairat Kurakbayev
2022. CLIL as a conduit for a trilingual Kazakhstan.
The Language Learning Journal ► 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.
In Transforming Postsecondary Foreign Language Teaching in the United States [Educational Linguistics, 21],
► pp. 103 ff.
Menke, Mandy R.
2021. Phonological development in Spanish immersion.
Journal of Immersion and Content-Based Language Education 9:1 ► pp. 112 ff.
Meyer, Oliver, Do Coyle, Margarete Imhof & Theresa Connolly
2018.
In Emotions in Second Language Teaching,
► pp. 277 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.
Morton, Tom & Ana Llinares
2017.
In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],
► pp. 1 ff.
Nassaji, Hossein & Eva Kartchava
2019.
In The Cambridge Handbook of Language Learning,
► pp. 597 ff.
Navejas, Dawn
2022. Partner language development in TWI.
Journal of Immersion and Content-Based Language Education 10:1 ► pp. 62 ff.
Nawrot-Lis, Beata
2021. Language in CLIL settings: research overview.
Językoznawstwo 14:1(14)/2020 ► pp. 223 ff.
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.
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.
Nikula, Tarja & Karita Mård-Miettinen
2014.
In Handbook of Pragmatics,
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.
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.
Nyqvist, Eeva-Liisa & Therese Lindström Tiedemann
2021. Finska språkbadselevers bruk av svensk passiv.
Nordand 16:1 ► pp. 36 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.
Ní Dhiorbháin, Aisling & Máire Ní Bhaoill
2018. Taithí múinteoirí faoi oiliúint ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha.
COMHARTaighde :4
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.
O'Grady, William
2018. Assessing Language Revitalization: Methods and Priorities.
Annual Review of Linguistics 4:1 ► pp. 317 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 ► pp. 136216882110450 ff.
Ortega, Lourdes
2012.
In The Encyclopedia of Applied Linguistics,
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
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.
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.
Pecorari, Diane
2020.
In Integrating Content and Language in Multilingual Universities [Educational Linguistics, 44],
► pp. 15 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.
Peltekov, Peter
2020. The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation.
Die Unterrichtspraxis/Teaching German 53:1 ► pp. 1 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.
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.
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.
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.
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
2011.
In Writing in the Disciplines,
► pp. 30 ff.
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.
Pérez Agustín, Mercedes
2019. Meeting CLIL teachers’ training and professional development needs.
NABE Journal of Research and Practice 9:3-4 ► pp. 119 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.
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.
In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38],
► pp. 1 ff.
Pérez Cañado, María Luisa
2021.
In Content and Language Integrated Learning in Monolingual Settings [Multilingual Education, 38],
► pp. 31 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.
Ramírez-Verdugo, M. Dolores & Leyre López Castellano
2020.
In Interdisciplinary Approaches Toward Enhancing Teacher Education [Advances in Higher Education and Professional Development, ],
► pp. 178 ff.
Ranta, Leila
2012.
In The Encyclopedia of Applied Linguistics,
Raud, Nina & Olga Orehhova
2022. From EFL teacher to CLIL teacher in Estonia.
Journal of Immersion and Content-Based Language Education
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.
Rodgers, Daryl M.
2015. Incidental Language Learning in Foreign Language Content Courses.
The Modern Language Journal 99:1 ► pp. 113 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.
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
2017.
In Language Awareness and Multilingualism,
► pp. 1 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.
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.
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.
Régio, Mónica, Marcelo Gaspar & Margarida Morgado
2019.
In Innovation, Engineering and Entrepreneurship [Lecture Notes in Electrical Engineering, 505],
► pp. 1125 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
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.
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 & 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.
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.
Saito, Kazuya & Xianghua Wu
2014. COMMUNICATIVE FOCUS ON FORM AND SECOND LANGUAGE SUPRASEGMENTAL LEARNING.
Studies in Second Language Acquisition 36:4 ► pp. 647 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.
Sasajima, Shigeru
2019.
In Content and Language Integrated Learning in Spanish and Japanese Contexts,
► pp. 287 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, Masatoshi & Paula Viveros
2016.
In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],
► pp. 91 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.
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.
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.
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.
Shintani, Natsuko
2018.
In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],
► pp. 200 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.
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.
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.
Snow, Marguerite Ann
2020.
In The Encyclopedia of Applied Linguistics,
► pp. 1 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.
Spada, Nina
2012.
In The Encyclopedia of Applied Linguistics,
SPADA, NINA & PATSY M. LIGHTBOWN
2022. In it Together: Teachers, Researchers, and Classroom SLA.
The Modern Language Journal 106:3 ► pp. 635 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.
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2016.
In Second and Foreign Language Education,
► pp. 1 ff.
Stoller, Fredricka L. & Shannon Fitzsimmons-Doolan
2017.
In Second and Foreign Language Education,
► pp. 71 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.
Surkamp, Carola
2010.
In Metzler Lexikon Fremdsprachendidaktik,
► pp. 27 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.
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.
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.
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.
2022. Looking back and looking forward.
Journal of Immersion and Content-Based Language Education 10:2 ► pp. 400 ff.
Tedick, Diane J. & Siv Björklund
2017. Editorial.
Journal of Immersion and Content-Based Language Education 5:1 ► pp. 1 ff.
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.
Tedick, Diane J. & Tara W. Fortune
2012.
In The Encyclopedia of Applied Linguistics,
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.
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.
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.
In Teacher Development for Immersion and Content-Based Instruction [Benjamins Current Topics, 110],
► pp. 119 ff.
Thomas, Alain
2015. Nous/on : De la réalité linguistique à la salle de classe.
Arborescences :5 ► pp. 126 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.
Thornbury, Scott
2016. The Principled Communicative Approach: Seven Criteria for Success.
ELT Journal 70:1 ► pp. 105 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.
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy.
The Modern Language Journal 100:S1 ► pp. 148 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.
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.
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.
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.
In Multilingualism as a Resource and a Goal,
► pp. 1 ff.
Turner, Marianne
2019.
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
2021.
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.
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.
Valeo, Antonella
2013. Language awareness in a content-based language programme.
Language Awareness 22:2 ► pp. 126 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.
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.
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.
Walenta, Magdalena
2016.
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.
Wang, Yina, Yuan Peng, Lisa Alice Mitchell, Jianhua Hu, Pengkang Liu & Haipeng Tang
2021. Integration of Resilience Training and English Training through a Lens of Social Constructionism.
Journal of Creativity in Mental Health ► pp. 1 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.
Watzinger-Tharp, Johanna, Fernando Rubio & Douglas S. Tharp
2018. Linguistic performance of dual language immersion students.
Foreign Language Annals 51:3 ► pp. 575 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.
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.
Whittaker, Rachel, Ana Llinares & Anne McCabe
2011. Written discourse development in CLIL at secondary school.
Language Teaching Research 15:3 ► pp. 343 ff.
Whittle, Anna & Roy Lyster
2016. Focus on Italian Verbal Morphology in Multilingual Classes.
Language Learning 66:1 ► pp. 31 ff.
Wilkinson, Robert
2018. Content and language integration at universities? Collaborative reflections.
International Journal of Bilingual Education and Bilingualism 21:5 ► pp. 607 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.
In Teaching, Learning and Scaffolding in CLIL Science Classrooms [Benjamins Current Topics, 115],
► pp. 63 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.
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.
Zhao, Ke & Chunlin Lei
2017.
In Innovation in Language Learning and Teaching,
► pp. 89 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
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.
This list is based on CrossRef data as of 03 january 2023. 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 & Metadata
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching