Part of
Applied Linguistics Perspectives on CLIL
Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 251267
References

References

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. DOI logoGoogle Scholar
Barcelos, A.M.F., & Kalaja, P.
(2011) Introduction to beliefs about SLA revisited. System, 39, 281–289. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Charmaz, K.
(2006) Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.Google Scholar
Cummins, J.
(2014) Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education, 2 (1), 3–22. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
García, O.
(2009) Bilingual education in the 21st century. A global perspective. Malden, MA: Wiley-Blackwell.Google Scholar
García, O., & Li, Wei
(2014) Translanguaging: Language, bilingualism and education. London: Palgrave Macmillan. DOI logoGoogle Scholar
Gibson, B., & Hartman, J.
(2014) Rediscovering grounded theory. London: Sage.Google Scholar
Kang, D.-M.
(2008) The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System, 36, 214–226. DOI logoGoogle Scholar
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.Google Scholar
Kuzborska, I.
(2011) Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23 (1), 102–128.Google Scholar
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. DOI logoGoogle Scholar
Lasagabaster, D., & Ruiz de Zarobe, Y.
(Eds.) (2010) CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne: Cambridge Scholars.Google Scholar
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. DOI logoGoogle Scholar
Littlewood, W., & Yu, B.
(2011) First language and target language in the foreign language classroom. Language Teacher, 44(1), 64–77. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
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.Google Scholar
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. DOI logoGoogle Scholar
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.Google Scholar
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.Google Scholar
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. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
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. DOI logoGoogle Scholar
Cited by

Cited by 17 other publications

Dillon, Anna, Geraldine Chell, Jase Moussa-Inaty, Kay Gallagher & Ian Grey
2021. English Medium Instruction and the potential of translanguaging practices in higher education. Translation and Translanguaging in Multilingual Contexts 7:2  pp. 153 ff. DOI logo
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. DOI logo
Gao, Xuesong
2022. Language Education and Teacher Awareness. In International Handbook on Education Development in Asia-Pacific,  pp. 1 ff. DOI logo
Gao, Xuesong
2023. Language Education and Teacher Awareness. In International Handbook on Education Development in the Asia-Pacific,  pp. 715 ff. DOI logo
Guarda, Marta & Gisela Mayr
2023. PLURALISMO LINGUISTICO NELLA SCUOLA E COMPETENZE DIDATTICHE: ESPERIENZE DALL’ALTO ADIGE. Italiano LinguaDue 15:2  pp. 569 ff. DOI logo
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. DOI logo
Kao, Yu-Ting
2023. Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers’ perceptions and practices. Language, Culture and Curriculum 36:1  pp. 100 ff. DOI logo
Karabassova, Laura & Xabier San Isidro
2023. Towards translanguaging in CLIL: a study on teachers’ perceptions and practices in Kazakhstan. International Journal of Multilingualism 20:2  pp. 556 ff. DOI logo
Kim, Hoe Kyeung & Soyoung Lee
2020. Multiple Roles of Language Teachers in Supporting CLIL. English Teaching & Learning 44:2  pp. 109 ff. DOI logo
Mayr, Gisela & Marta Guarda
2023. COMPASS: Didaktische Kompetenzen in der mehrsprachigen Klasse. Eine Forschungs- und Schulungsinitiative mit Lehrpersonen in Südtirol. In IDT 2022: *mit.sprache.teil.haben Band 1: Mit Sprache handeln,  pp. 209 ff. DOI logo
Molinero, Gloria
2023. Joint Delivery and Collaboration in Transnational Higher Education. In Handbook of Research on Developments and Future Trends in Transnational Higher Education [Advances in Higher Education and Professional Development, ],  pp. 137 ff. DOI 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. DOI 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. DOI logo
Serra, Judit & Sara Feijoo
2022. Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado). Journal for the Study of Education and Development 45:2  pp. 280 ff. DOI logo
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
2023. “Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”. Journal of Immersion and Content-Based Language Education DOI logo
Ter-Vardanyan, Zhenya
2021. The Challenges of EMI Courses in Armenian Higher Education Institutions (HEIs). In Teaching Language and Content in Multicultural and Multilingual Classrooms,  pp. 157 ff. DOI logo
Villabona, Nerea & Mikel Gartziarena
2022. Praktika eleanitzak eta euskara, ingelesa irakas-hizkuntza bihurtzen denean: kasu-azterketa bat. Fontes Linguae Vasconum :132  pp. 543 ff. DOI logo

This list is based on CrossRef data as of 10 february 2024. 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.