Article published In:
Language Problems and Language Planning
Vol. 45:3 (2021) ► pp.309330
Beacco, J.-C., Fleming, M., Goullier, F., Thürmann, E., & Vollmer, H.
(2016) The Language Dimension in All Subjects. A Handbook for Curriculum Development and Teacher Training. Education Department Education Policy Division Language Policy DG II – Directorate General of Democracy Council of Europe.Google Scholar
Bolitho, R., Rossner, R.
(2020) Language education in a changing world: challenges and opportunities. Multilingual Matters. DOI logoGoogle Scholar
Cenoz, J., Genesee, F., & Gorter, D.
(2014) Critical analysis of CLIL: taking stock and looking forward. Applied Linguistics, 35(3), 243–262. DOI logoGoogle Scholar
Council of Europe
(2014) Recommendation CM/Rec(2014)5 of the Committee of Ministers to member States on the importance of competences in the language(s) of schooling for equity and quality in education and for educational success.Google Scholar
Coyle, D.
(2019) Content and Language Integrated Learning. Changing contexts, Evolving competences: 25 years of inspiring innovation in language education. Graz: ECML, Council of Europe, 72–80.Google Scholar
European Commission
(2018) Rethinking language education in schools. Strasbourg, France: European Commission.Google Scholar
Gajo, L.
(2007) Linguistic Knowledge and Subject Knowledge: How does bilingualism contribute to subject development? The International Journal of Bilingual Education and Bilingualism, 10(5), 563–581. DOI logoGoogle Scholar
Hélot, C., Cavalli, M.
(2016) Bilingual Education in Europe: Dominant Languages. In O. Garcia, A. Lin, S. May (eds). Bilingual and Multilingual Education. Encyclopedia of Language and Education (3rd ed.). Springer, Cham. DOI logoGoogle Scholar
Llinares, A., Dalton-Puffer, C.
(2015) The role of different tasks in CLIL students’ use of evaluative language. System, 541, 69–79. DOI logoGoogle Scholar
Llinares, A., Evnitskaya, N.
(2020) Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities? TESOL Quarterly.Google Scholar
Martin, J. R., Maton, K.
(2017) Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge. Onomazein, SFL: 12–45. DOI logoGoogle Scholar
Maton, K.
(2013) Knowledge and knowers: Towards a realist sociology of education. London & New York: Routledge. DOI logoGoogle Scholar
Maton, K., Howard, S. K.
(2018) Taking autonomy tours: A key to integrative knowledge-building, LCT Centre Occasional Paper 11: 1–35.Google Scholar
Meyer, O., Coyle, D., Halbach, A., Ting, T., & Schuck, K.
(2015) A Pluriliteracies Approach to Content and Language Integrated Learning: Mapping Learner Progressions in Knowledge Construction and Meaning-Making. Language, Culture, and Curriculum, 28(1), 41–57. DOI logoGoogle Scholar
Meyer, O., Coyle, D., Schuck, K.
(2018) Learnscaping – creating next-gen learning environments for pluriliteracies growth. Elsner, D. & Buendgens-Kostens, J. (eds.): CALL in multilingual contexts. Multilingual Matters. DOI logoGoogle Scholar
Morton, T.
(2018) Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275–28. DOI logoGoogle Scholar
Nikula, T., Dalton-Puffer, C., & Llinares, A.
(2013) CLIL classroom discourse: Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70–100. DOI logoGoogle Scholar