References
Ball, P., & Lindsay, D.
(2010) Teacher Training for CLIL in the Basque Country: The Case of the Ikastolas – An Expediency Model. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds), CLIL in Spain: Implementation, Results and Teacher Training (pp. 162–187). Newcastle upon Tyne: Cambridge Scholars.Google Scholar
Banegas, D. L.
(2012) CLIL Teacher Development: Challenges and Experiences. Latin American Journal of Content and Language Integrated Learning, 5(1), 46–56. DOI logoGoogle Scholar
Bertaux, P., Coonan, C. M., Frigols, M. J., & Mehisto, P.
(2010) The CLIL Teacher’s Competence Grid. Common Constitution and Language Learning (CCLL) Comenius Network. Retrieved from: [URL]
Butler, Y. G.
(2005) Content-Based Instruction in EFL Contexts: Considerations for Effective Implementation. JALT Journal, 27(2), 227–245. DOI logoGoogle Scholar
Cabezuelo-Gutiérrez, P., & Fernández-Fernández, R.
(2014) A Case Study on Teacher Training Needs in the Madrid Bilingual Project. Latin American Journal of Content and Language Integrated Learning, 7(2), 50–70. DOI logoGoogle Scholar
Caena, F.
(2011) Teachers’ Core Competences: Requirements and Development. Brussels: European Commission.Google 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
Cummins, J., & Swain, M.
(1986) Bilingualism in Education: Aspects of Theory, Research and Practice. London: Longman.Google Scholar
Dalton-Puffer, C.
(2011) Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics, 311, 182–204. DOI logoGoogle Scholar
Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T.
(2014) “You can stand under my umbrella”: Immersion, CLIL, Bilingual Education. A response to Cenoz, Genesee and Gorter (2013). Applied Linguistics, 35(2), 213–218. DOI logoGoogle Scholar
De Graaff, R.
(2016) Foreword: Integrating Content and Language in Education: Best of Both Worlds? In T. Nikula, E. Dafouz, P. Moore & U. Smit (Eds.), Conceptualizing Integration in CLIL and Multilingual Education (pp. xiii–xvi). Bristol: Multilingual Matters. DOI logoGoogle Scholar
De Graaff, R., Koopman, G. J., Anikina, Y., & Westhoff, G.
(2007) An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603–624. DOI logoGoogle Scholar
Di Martino, E., & Di Sabato, B.
(2012) CLIL Implementation in Italian Schools: Can Long-serving Teachers Be Retrained Effectively? The Italian Protagonists’ Voice. Latin American Journal of Content and Language Integrated Learning, 5(2), 73–105. DOI logoGoogle Scholar
Diem Trang, B. L., & Thanh Nga, T. T.
(2015) CLIL in Primary English Lessons: Teachers’ Perspectives. Language Education in Asia, 6(2), 90–106. DOI logoGoogle Scholar
Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F.
(2016) A Contrastive Analysis between Novice and Expert Teachers’ Perceptions of School Bilingual Programmes. Cultura y Educación, 28(4), 738–770. DOI logoGoogle Scholar
European Commission
(1995) White Paper on Education and Training. Teaching and Learning: Towards the Learning Society.Google Scholar
(2012) Supporting the Teaching Profession for Better Learning Outcomes. Strasbourg: European Commission.Google Scholar
(2013) Supporting Teacher Competence Development for Better Learning Outcomes. Brussels: European Commission.Google Scholar
(2017) Key Data on Teaching Languages at School in Europe- 2017 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union.Google Scholar
Eurydice
(2006) Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice.Google Scholar
Fernández-Fernández, R., Pena-Díaz, C., García-Gómez, A., & Halbach, A.
(2005) La implantación de proyectos educativos bilingües en la comunidad de Madrid: las expectativas del profesorado antes de iniciar el proyecto. Porta Linguarum, 31, 161–173.Google Scholar
Fullan, M.
(2003) Change Forces with a Vengeance. London: Routledge Falmer. DOI logoGoogle Scholar
Glaser, B., & Strauss, A.
(1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. New York: Aldine Publishing Company.Google Scholar
Hillyard, S.
(2011) First Steps in CLIL: Training the Teacher. Latin American Journal of Content & Language Integrated Learning, 4(2), 1–12. DOI logo ISSN 2011–6721Google Scholar
Huberman, M. A.
(1989) The Professional Life Cycle of Teachers. Teachers College Record, 91(1), 31–57.Google Scholar
Krashen, S. D.
(1982) Principles and Practices on Second Language Acquisition. Oxford: Pergamon.Google Scholar
Laorden Gutiérrez, C., & Peñafiel Pedrosa, E.
(2010) Proyectos bilingües en los centros de la Comunidad de Madrid: Percepción de los equipos directivos. Revista de Investigación Educativa, 28(2), 325–344.Google Scholar
Levin, B., & Fullan, M.
(2008) Learning about System Renewal. Educational Management Administration & Leadership, 36(2), 289–303. DOI logoGoogle Scholar
Lo, Y. Y.
(2017) Development of the Beliefs and Language Awareness of Content Subject Teachers in CLIL: Does Professional Development Help? International Journal of Bilingual Education and Bilingualism. DOI logoGoogle Scholar
Lo, Y. Y., & Macaro, E.
(2015) Getting Used to Content and Language Integrated Learning: What Can Classroom Interaction Reveal? The Language Learning Journal, 43(3), 239–255. DOI logoGoogle Scholar
Lorenzo, F., Trujillo, F., & Vez, J. M.
(2011) Educación Bilingüe. Integración de Contenidos y Segundas Lenguas. Madrid: Editorial Síntesis.Google Scholar
Lyster, R.
(2007) Learning and Teaching Languages through Content: A Counterbalanced Approach. Philadelphia: John Benjamins Publishing Company. DOI logoGoogle Scholar
Marsh, D., Mehisto, P., Wolff, D., & Frigols-Martín, M. J.
(2010) European Framework for CLIL Teacher Education: A Framework for the Professional Development of CLIL Teachers. European Centre for Modern Languages. Council of Europe.Google Scholar
Mehisto, P., Marsh, D., & Frigols, M. J.
(2008) Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan.Google Scholar
Moate, J. M.
(2011) The Impact of Foreign Language Mediated Teaching on Teachers’ Sense of Professional Integrity in the CLIL Classroom. European Journal of Teacher Education, 34(3), 333–346. DOI logoGoogle Scholar
Muñoz, C.
(2007) CLIL: Some Thoughts on Its Psycholinguistics Principles. In F. Lorenzo, S. Casal, V. de Aba & P. Moore (Eds.). Models and Practice in CLIL. Monográfico de la Revista Española de Lingüística Aplicada, 17–26.Google Scholar
Navés, T.
(2009) Effective Content and Language Integrated Programmes. In Y. Ruiz deZarobe & R. Jiménez Catalán (Eds.). Content and Language Integrated Learning: Evidence from Research in Europe (pp. 22–40). Clevedon: Multilingual Matters.Google Scholar
Pavón-Vázquez, V., & Ellison, M.
(2013) Examining Teachers’ Roles and Competences in Content and Language Integrated Learning (CLIL). Lingua Arena, 41, 65–78.Google Scholar
Pavón-Vázquez, V., & Rubio, F.
(2010) Teachers’ Concerns and Uncertainties about the Introduction of CLIL Programmes. Porta Linguarum, 141, 45–58.Google Scholar
Pena-Díaz, C., & Porto-Requejo, M. D.
(2008) Teachers’ Beliefs in a CLIL Education Project. Porta Linguarum, 101, 151–161.Google Scholar
Pérez-Cañado, M. L.
(2012) CLIL Research in Europe: Past, Present and Future. International Journal of Bilingual Education and Bilingualism, 15(3), 315–341. DOI logoGoogle Scholar
(2016) Teacher Training Needs for Bilingual Education: In-service Teacher Perceptions. International Journal of Bilingual Education and Bilingualism, 19(3), 266–295. DOI logoGoogle Scholar
Pistorio, M. I.
(2009) Teacher Training and Competences for Effective CLIL Teaching in Argentina. Latin American Journal of Content & Language Integrated Learning, 2(2), 37–43. DOI logoGoogle Scholar
Ruiz de Zarobe, Y.
(2013) CLIL Implementation: From Policy-Makers to Individual Initiatives. International Journal of Bilingual Education and Bilingualism, 16(3), 231–243, DOI logoGoogle Scholar
Sylvén, L. K.
(2013) CLIL in Sweden – why Does It Not Work? A Metaperspective on CLIL across Contexts in Europe. International Journal of Bilingual Education and Bilingualism, 16(3), 301–320. DOI logoGoogle Scholar
Timulak, L.
(2009) Meta-analysis of Qualitative Studies: A Tool for Reviewing Qualitative Research Findings in Psychotherapy. PsychotherapyResearch, 19(4–5), 591–600.Google Scholar
Truscott de Mejía, A.-M., Peña-Dix, B., Arciniegas de Vélez, M. C., & Montiel-Chamorro, M. L.
(Eds.) (2012) Exploraciones sobre el aprendizaje de lenguas y contenidos en programas bilingües. Bogotá: Ediciones Uniandes.Google Scholar
Turner, M.
(2015) The Significance of Affordances on Teachers’ Choices: Embedding Japanese across the Curriculum in Australia Secondary Schools. Language, Culture and Curriculum, 28(3), 276–290, DOI logoGoogle Scholar
Van Kampen, E., Admiraal, W., & Berry, A.
(2018) Content and Language Integrated Learning in the Netherlands: Teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism, 21(2),222–236. DOI logoGoogle Scholar
Yang, W., & Gosling, M.
(2014) What Makes a Taiwan CLIL Programme Highly Recommended or Not Recommended? International Journal of Bilingual Education and Bilingualism, 14(4), 394–409. DOI logoGoogle Scholar