Article published in:
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 251267


Ballinger, S.
(2013) Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion. Journal of Immersion and Content-Based Language Education, 1 (1), 131–148. Crossref link
Barcelos, A.M.F., & Kalaja, P.
(2011) Introduction to beliefs about SLA revisited. System, 39, 281–289. Crossref link
Borg, S.
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36 (2), 81–109. Crossref link
Butzkamm, W.
(1998) Code-switching in a bilingual history lesson: The mother tongue as a conversational lubricant. International Journal of Bilingual Education and Bilingualism, 1 (1), 81–99. Crossref link
Charmaz, K.
(2006) Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.
Cummins, J.
(2014) Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education, 2 (1), 3–22. Crossref link
Gablasova, D.
(2014) Issues in the assessment of bilingually educated students: expressing subject knowledge through L1 and L2. The Language Learning Journal, 42 (2), 151–164. Crossref link
García, O.
(2009) Bilingual education in the 21st century. A global perspective. Malden, MA: Wiley-Blackwell.
García, O., & Li, Wei
(2014) Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan. Crossref link
Gibson, B., & Hartman, J.
(2014) Rediscovering grounded theory. London: Sage.
Kang, D.-M.
(2008) The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System, 36, 214–226. Crossref link
Kubanyiova, M.
(2014) Motivating language teachers: Inspiring vision. In D. Lasagabaster, A. Doiz, & J.M. Sierra (Eds.), Motivation and foreign language learning: From theory to practice (pp. 71–89). Amsterdam: John Benjamins.
Kuzborska, I.
(2011) Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23 (1), 102–128.
Lasagabaster, D.
(2013) The use of the L1 in CLIL classes: The teachers’ perspective. LACLIL, Latin American Journal of Content and Language Integrated Learning, 6(2), 1–21. Crossref link
Lasagabaster, D., & Ruiz de Zarobe, Y.
(Eds.) (2010) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne: Cambridge Scholars.
Lee, J. H., & Macaro, E.
(2013) Investigating age in the use of L1 or English-only instruction: Vocabulary acquisition by Korean EFL learners. The Modern Language Journal, 97(4), 887–901. Crossref link
Littlewood, W., & Yu, B.
(2011) First language and target language in the foreign language classroom. Language Teacher, 44(1), 64–77. Crossref link
Lyster, R., Quiroga, J., & Ballinger, S.
(2013) The effects of biliteracy instruction on morphological awareness. Journal of Immersion and Content-Based Language Education, 1(2), 169–197. Crossref link
McMillan, B., & Turnbull, M.
(2009) Teachers’ use of the first language in French immersion: Revisiting a core principle. In M. Turnbull, & J. Dailey-O’Cain (Eds.), First language use in second and foreign language learning (pp. 15–34). Clevedon: Multilingual Matters.
Méndez, M. C., & Pavón, V.
(2012) Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual Education and Bilingualism, 15(5), 573–592. Crossref link
Pedrosa, B., & Lasagabaster, D.
(2011) Exploring beliefs, multilingual language awareness raising, and the Pygmalion effect. In S. Breidbach, D. Elsner, & A. Young (Eds.), Language awareness in teacher education: Cultural-political and social-educational perspectives (pp. 259–275). Frankfurt: Peter Lang.
Swain, M., Kirkpatrick, A., & Cummnins, J.
(2011) How to have a guilt-free life using Cantonese in the English class: A handbook for the English language teacher in Hong Kong. Hong Kong: Research Centre into Language Acquisition and Education in Multilingual Societies, Hong Kong Institute of Education.
Swain, M., & Lapkin, S.
(2013) A Vygotskyan sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Language Education, 1, 101–129. Crossref link
Then, D. C.-O. & Ting, S.-H.
(2011) Code-switching in English and science classrooms: More than translation. International Journal of Multilingualism, 8(4), 299–323. Crossref link
Zhang, F., & Liu, Y.
(2014) A study of secondary school English teachers’ beliefs in the context of curriculum reform in China. Language Teaching Research, 18(2), 187–204. Crossref link
Cited by

Cited by other publications

Doiz, Aintzane & David Lasagabaster
2017. Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?. Language and Education 31:2  pp. 93 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
Kim, Hoe Kyeung & Soyoung Lee
2020.  Multiple Roles of Language Teachers in Supporting CLIL . English Teaching & Learning Crossref logo
Pavón Vázquez, Víctor & María del Carmen Ramos Ordóñez
2019. Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism 22:1  pp. 35 ff. Crossref logo
Pun, Jack & Ernesto Macaro
2019. The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22:1  pp. 64 ff. Crossref logo

This list is based on CrossRef data as of 10 june 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.