Article published in:
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 1932
References

References

Allen, P., Swain, M., Harley, B., & Cummins, J.
(1990) Aspects of classroom treatment: Toward a more comprehensive view of second language education. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 57–81). Cambridge: CUP. CrossrefGoogle Scholar
Anderson, J.
(1996) The architecture of cognition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Anderson, J., Greeno, J., Kline, P., & Neves, D.
(1981) Acquisition of problem-solving skill. In J. Anderson (Ed.), Cognitive skills and their acquisition (pp. 191–230). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Bange, P., Carol, R., & Griggs, P.
(2005) L’apprentissage d’une langue étrangère: Cognition et interaction. Paris: L’Harmattan.Google Scholar
Bialystok, E.
(1994) Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition, 16(2), 157–168. CrossrefGoogle Scholar
Bruner, J.
(1971) The relevance of education. New York, NY: Norton.Google Scholar
Costa, J., & Lyster, R.
(2011) Revitalization of regional languages in France through immersion. Canadian Issues 2011 (Fall Issue), 55–58.Google Scholar
CREDIF [Centre de Recherche et d’étude pour la Diffusion du Français]
(1958/1961) Voix et Images de France. Saint-Cloud, France: École normale supérieure de Saint-Cloud.Google Scholar
Crystal, D.
(2000) Language death. Cambridge: CUP. CrossrefGoogle Scholar
Dalton-Puffer, C.
(2007) Discourse in Content and Language Integrated Learning (CLIL) classrooms. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2006) Questions in CLIL classrooms: strategic questioning to encourage speaking. In A. Martinez-Flor & E. Usó (Eds.), Current trends in the development of the four skills within a communicative framework (pp. 187–213). Berlin: Mouton de Gruyter.Google Scholar
DeKeyser, R.
(1998) Beyond focus on form: Cognitive perspectives on learning and practicing second language grammar. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42–63). Cambridge: CUP.Google Scholar
(Ed.) (2007) Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: CUP. CrossrefGoogle Scholar
Gibbons, P.
(2003) Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), 247–273. CrossrefGoogle Scholar
Harley, B.
(1993) Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15(2), 245–259. CrossrefGoogle Scholar
Harley, B., Cummins, J., Swain, M., & Allen, P.
(1990) The nature of language proficiency. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 7–25). Cambridge: CUP. CrossrefGoogle Scholar
Johnson, R.
(1996) Language teaching and skill learning. Oxford: Blackwell.Google Scholar
Kong, S., & Hoare, P.
(2011) Cognitive content engagement in content-based language teaching. Language Teaching Research, 15(3), 307–324.Google Scholar
Krashen, S.
(1985) The input hypothesis: Issues and implications. London: Longman.Google Scholar
Lightbown, P.
(2008) Transfer appropriate processing as a model for class second language acquisition. In Z. Han (Ed.), Understanding second language process (pp. 27–44). Clevedon: Multilingual Matters.Google Scholar
(2014) Focus on content-based language teaching. Oxford: OUP.Google Scholar
Llinares, A., & Lyster, R.
(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), 181–194. CrossrefGoogle Scholar
Long, M.
(1991) Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39–52). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Lyster, R.
(1987) Speaking immersion. The Canadian Modern Language Review, 43(4), 701–717.Google Scholar
(2007) Learning and teaching languages through content: A counterbalanced approach. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Lyster, R., Saito, K., & Sato, M.
(2013) Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40. CrossrefGoogle Scholar
Lyster, R., & Sato, M.
(2013) Skill Acquisition Theory and the role of practice in L2 development. In P. García Mayo, M. Gutierrez-Mangado, & M. Martínez Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 71–92). Amsterdam: John Benjamins. CrossrefGoogle Scholar
McLaughlin, B.
(1987) Theories of second-language learning. London: Edward Arnold.Google Scholar
Mohan, B., & Beckett, G. H.
(2003) A functional approach to research on content-based language learning: Recasts in causal explanations. The Modern Language Journal, 87(3), 421–432. CrossrefGoogle Scholar
Nation, P.
(2007) The four strands. Innovation in Language Learning and Teaching, 1(1), 2–13. CrossrefGoogle Scholar
Ranta, L., & Lyster, R.
(2007) A cognitive approach to improving immersion students’ oral language abilities: The Awareness-Practice-Feedback sequence. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 141–160). Cambridge: CUP. CrossrefGoogle Scholar
Segalowitz, N.
(2000) Automaticity and attentional skill in fluent performance. In H. Riggenbach (Ed.), Perspectives on fluency (pp. 200–219). Ann Arbor, MI: University of Michigan Press.Google Scholar
(2003) Automaticity and second language learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 382–408). Oxford: Blackwell. CrossrefGoogle Scholar
Sharpe, T.
(2006) ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education, 20(3), 211–231. CrossrefGoogle Scholar
Shiffrin, R. M., & Schneider, W.
(1977) Controlled and automatic human information processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84(2), 127–90. CrossrefGoogle Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford: OUP.Google Scholar
Stern, H. H.
(1990) Analysis and experience as variables in second language pedagogy. In B. Harley, P. Allen, J. Cummins, & M. Swain (Eds.), The development of second language proficiency (pp. 93–109). Cambridge: CUP. CrossrefGoogle Scholar
Swain, M.
(1988) Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal, 6(1), 68–83. CrossrefGoogle Scholar
Tomlin, R., & Villa, V.
(1994) Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition, 16(2), 183–203. CrossrefGoogle Scholar
VanPatten, B.
(Ed.) (2004) Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Wesche, M., & Skehan, P.
(2002) Communicative, task-based, and content-based language instruction. In R. Kaplan, (Ed.), The Oxford handbook of applied linguistics (pp. 207–228). Oxford: OUP.Google Scholar
Wood, D., Bruner, J., & Ross, G.
(1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89–100. CrossrefGoogle Scholar
Wray, A.
(2002) Formulaic language and the lexicon. Cambridge: CUP. CrossrefGoogle Scholar
Cited by

Cited by other publications

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. Crossref logo

This list is based on CrossRef data as of 28 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.