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Part of
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 19–31

Introduction to part I

SLA perspectives on learning and teaching language through content

| McGill University
Article outline
  • Introduction
  • Benefits of content-based approaches
  • Explaining shortcomings
  • Insights from cognitive psychology
  • Integrating language and content
    • Proactive interventions
    • Reactive interventions
  • Conclusion
  • References
Published online: 16 March 2017
DOI logo
https://doi.org/10.1075/lllt.47.02lys
References (43)
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Cited by (3)

Cited by three other publications

Sato, Takanori
2024. The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency. Journal of Immersion and Content-Based Language Education 12:2 ► pp. 221 ff. DOI logo
Gallardo‐del‐Puerto, Francisco, María Basterrechea & María Martínez‐Adrián
2020. Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics 30:1 ► pp. 3 ff. DOI logo
Halbach, Ana
2018. A literacy approach to language teaching: a proposal for FL teaching in CLIL contexts. Pulso. Revista de educación :41 ► pp. 205 ff. DOI logo

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