References
Abendroth-Timmer, Dagmar
2007Akzeptanz und Motivation: empirische Ansätze zur Erforschung des unterrichtlichen Einsatzes von bilingualen und mehrsprachigen Modulen. Frankfurt am Main: Peter Lang.Google Scholar
Angele, Claudia
2015Ethnographie des Unterrichtsgesprächs: Ein Beitrag zur Analyse von Unterrichtsgesprächen über Differenz als Alltagserfahrung. Münster: Waxmann Verlag GmbH.Google Scholar
Auer, Peter
1984Bilingual Conversation. Amsterdam: John Benjamins. CrossrefGoogle Scholar
1995 “The Pragmatics of Code-switching: A Sequential Approach.” In One Speaker, Two Languages: Cross-disciplinary Perspectives on Code-switching, ed. by Lesley Milroy and Pieter Muysken. 115–135. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
1998Code-switching in Conversation Language, Interaction and Identity. London: Routledge.Google Scholar
Baker, Colin
2011Foundations of Bilingual Education and Bilingualism. Bristol: Multilingual Matters.Google Scholar
Biederstädt, Wolfgang
2013Bilingual Unterrichten – Englisch für Alle Fächer [Sekundarstufe I]. Scriptor Praxis. Berlin: Cornelsen.Google Scholar
Bieri, Aline S.
2018 “Translanguaging Practices in CLIL and non-CLIL Biology Lessons in Switzerland.” E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages 5 (2): 91–109. CrossrefGoogle Scholar
Böing, Maik, and Paul Palmen
2012 “Bilingual heißt Zweisprachig! Überlegungen zur Verwendung beider Sprachen im Bilingual Deutsch-französischen Geographieunterricht.” In Bilingualen Unterricht Weiterdenken, ed. by Bärbel Diehr and Lars Schmelter. 73–90. Frankfurt am Main: Peter Lang.Google Scholar
Breidbach, Stephan, and Britta Viebrock
2012 “CLIL in Germany: Results from Recent Research in a Contested Field of Education.” International CLIL Research Journal 1 (4): 5–16.Google Scholar
Brown, Ann L.
1992 “Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings.” The Journal of the Learning Sciences 2 (2): 141–178. CrossrefGoogle Scholar
Butzkamm, Wolfgang
2010 “Über die Planvolle Mitbenutzung der Muttersprache im Bilingualen Sachfachunterricht.” In Bilingualer Unterricht: Grundlagen, Methoden, Praxis, Perspektiven, ed. by Gerhard Bach and Susanne Niemeier. 91–107. Frankfurt am Main: Peter Lang.Google Scholar
Byers-Heinlein, Krista, and Casey Lew-Williams
2013 “Bilingualism in the Early Years: What the Science Says.” LEARNing landscapes 7 (1): 95–112. CrossrefGoogle Scholar
Canagarajah, Suresh
2011 “Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging.” The Modern Language Journal 95 (3): 401–417. CrossrefGoogle Scholar
Cenoz, Jasone, Fred Genesee, and Durk Gorter
2013 “Critical Analysis of CLIL: Taking Stock and Looking Forward.” Applied Linguistics 35 (3): 243–262. CrossrefGoogle Scholar
Corcoll, Cristina
2013 “Developing Children’s Language Awareness: Switching Codes in the Language Classroom.” International Journal of Multilingualism 10 (1): 27–45. CrossrefGoogle Scholar
Coyle, Do, Philip Hood, and David Marsh
2010CLIL – Content and Language Integrated Learning. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Creese, Angela, and Adrian Blackledge
2010 “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?The Modern Language Journal 94 (1): 103–115. CrossrefGoogle Scholar
Cummins, Jim
1976The Influence of Bilingualism on Cognitive Growth: A Synthesis of Research Findings and Explanatory Hypotheses. Working Papers on Bilingualism, No. 9. Toronto: Ontario Institute for Studies in Education.Google Scholar
1979Cognitive/Academic Language Proficiency, Linguistic Interdependence, the Optimum Age Question and Some Other Matters. Working Papers on Bilingualism, No. 19. Toronto: Ontario Institute for Studies in Education.Google Scholar
1981 “Empirical and Theoretical Underpinnings of Bilingual Education.” The Journal of Education 163 (1): 16–29. CrossrefGoogle Scholar
2008 “Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education.” In Encyclopedia of Language and Education, ed. by Jim Cummins and Nancy H. Hornberger. 65–75. New York: Springer. CrossrefGoogle Scholar
Dailey-O’Cain, Jennifer, and Grit Liebscher
2009 “Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications.” In First Language Use in Second and Foreign Language Learning, ed. by Miles Turnbull and Jennifer Dailey-O’Cain. 131–144. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Dalton-Puffer, Christiane, and Ute Smit
2013 “Content and Language Integrated Learning: A Research Agenda.” Language Teaching 46 (04): 545–559. CrossrefGoogle Scholar
Daniel, Shannon M., Robert T. Jiménez, Lisa Pray, and Mark B. Pacheco
2019 “Scaffolding to Make Translanguaging a Classroom Norm.” TESOL Journal 10 (1). CrossrefGoogle Scholar
de Boer, Heike, and Sabine Reh
2012Beobachtung in der Schule – Beobachten Lernen. Wiesbaden: Springer VS. CrossrefGoogle Scholar
Diehr, Bärbel
2012 “ What’s in a Name? Terminologische, Typologische und Programmatische Überlegungen zum Verhältnis der Sprachen im Bilingualen Unterricht.” In Bilingualen Unterricht Weiterdenken Programme, Positionen, Perspektiven, ed. by Bärbel Diehr. 17–36. Frankfurt am Main: Peter Lang.Google Scholar
2016 “Doppelte Fachliteralität im Bilingualen Unterricht. Theoretische Modelle für Forschung und Praxis.” In Bilingualen Unterricht Weiterentwickeln und Erforschen, ed. by Bärbel Diehr, Angelika Preisfeld, and Lars Schmelter. 57–84. Frankfurt am Main: Peter Lang. CrossrefGoogle Scholar
Erdin, Yaşar, and Pinar Sali
2020 “Translanguaging: Insights into its Theoretical Underpinnings and Classroom Implications.” Journal of Language Research 1 (2): 1–11.Google Scholar
Frisch, Stefanie
2016 “Sprachwechsel als integraler Bestandteil bilingualen Unterrichts.” In Bilingualen Unterricht Weiterentwickeln und Erforschen, ed. by Bärbel Diehr, Angelika Preisfeld, and Lars Schmelter. 85–102. Frankfurt am Main: Peter Lang.Google Scholar
Fuller, Janet
2015 “Language Choices and Ideologies in the Bilingual Classroom.” In Multilingual Education: Between Language Learning and Translanguaging, ed. by Janet Fuller. 137–158. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
García, Orfelia
2009 “Education, Multilingualism and Translanguaging in the 21st Century.” In Multilingual Education for Social Justice: Globalising the Local, ed. by Ajit K. Mohanty. and UNICEF, 140–158. New Delhi: Orient BlackSwan. CrossrefGoogle Scholar
García, Orfelia, and Li Wei
2014Translanguaging Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.Google Scholar
Geertz, Clifford
1973The Interpretation of Cultures: Selected Essays. Vol. 50191. New York: Basic Books.Google Scholar
Genesee, Fred
1987Learning through Two Languages: Studies of Immersion and Bilingual Education. Cambridge, MA: Newbury House.Google Scholar
Gierlinger, Erwin
2015 “ ‘You Can Speak German, Sir’: On the Complexity of Teachers’ L1 Use in CLIL.” Language and Education 29 (4): 347–368. CrossrefGoogle Scholar
Jackson, Tim
2009Prosperity without Growth: Economics for a Finite Planet. London: Earthscan. CrossrefGoogle Scholar
KMK (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland)
2013Konzepte für den Bilingualen Unterricht – Erfahrungsbericht und Vorschläge zur Weiterentwicklung. Berlin: KMK. https://​www​.kmk​.org​/fileadmin​/Dateien​/veroeffentlichungen​_beschluesse​/2013​/201​_10​_17​-Konzepte​-bilingualer​-Unterricht​.pdf
Königs, Frank G.
2015 “Keine Angst vor der Muttersprache – vor den (Anderen) Fremdsprachen Aber Auch Nicht! Überlegungen zum Verhältnis von Einsprachigkeit und Zweisprachigkeit im Fremdsprachenunterricht.” Zeitschrift für interkulturellen Fremdsprachenunterricht 20 (2): 5–14.Google Scholar
Lasagabaster, David
2013 “The Use of the L1 in CLIL Classes: The Teachers’ Perspective.” Latin American Journal of Content & Language Integrated Learning 6 (2): 1–21. CrossrefGoogle Scholar
Lasagabaster, David, and Juan M. Sierra
2010 “Immersion and CLIL in English: More Differences than Similarities.” ELT Journal 64 (4): 367–375. CrossrefGoogle Scholar
Lewis, Gwyn, Bryn Jones, and Colin Baker
2012 “Translanguaging: Origins and Development from School to Street and Beyond.” Educational Research and Evaluation 18 (7): 641–654. CrossrefGoogle Scholar
2013 “100 Bilingual Lessons: Distributing Two Languages in Classrooms.” In Bilingual and Multilingual Education in the 21st Century: Building on Experience, ed. by Christián Abello-Contesse. 107–135. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Li, Shuzhan, and Wenjing Luo
2017 “Creating a Translanguaging Space for High School Emergent Bilinguals.” CATESOL Journal 29 (2): 139–162.Google Scholar
Li, Wei
2011 “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 43 (5): 1222–1235. CrossrefGoogle Scholar
2017 “Translanguaging as a Practical Theory of Language.” Applied Linguistics. CrossrefGoogle Scholar
Liebscher, Grit, and Jennifer Dailey-O’Cain
2005 “Learner Code-Switching in the Content-Based Foreign Language Classroom.” The Modern Language Journal 89 (2): 234–247. CrossrefGoogle Scholar
Lin, Angel M. Y.
2013 “Classroom Code-switching: Three Decades of Research.” Applied Linguistics Review 4 (1): 195–218. CrossrefGoogle Scholar
Lin, Angel M. Y., and Peichang He
2017 “Translanguaging as Dynamic Activity Flows in CLIL Classrooms.” Journal of Language, Identity & Education 16 (4): 228–244. CrossrefGoogle Scholar
MacSwan, Jeff
2017 “A Multilingual Perspective on Translanguaging.” American Educational Research Journal 54 (1): 167–201. CrossrefGoogle Scholar
Malthus, Thomas
1798An Essay on the Principle of Population, as It Affects the Future Improvement of Society. With Remarks on the Speculations of Mr. Godwin, M. Condorcet, and Other Writers. London: Printed for J. Johnson.Google Scholar
Marsh, David
1994Bilingual Education & Content and Language Integrated Learning. Paris: International Association for Cross-Cultural Communication In Language Teaching in the Member States of the European Union (Lingua), ed. by the International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union (Lingua)University of Sorbonne.Google Scholar
2002CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. Brussels: European Commission.Google Scholar
2009 “CLIL: An Interview with Professor David Marsh.” International House Journal of Education and Development 261 (Spring). CLIL: An interview with Professor David Marsh « IH Journal.Google Scholar
Moore, Danièle
2002 “Code-switching and Learning in the Classroom.” International Journal of Bilingual Education and Bilingualism 5 (5): 279–293. CrossrefGoogle Scholar
Moore, Pat, and Tarja Nikula
2016 “Translanguaging in CLIL classrooms.” In Conceptualising Integration in CLIL and Multilingual Education, ed. by Tarja Nikula, Emma Dafouz, Pat Moore, and Ute Smit. 211–234. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Nijhawan, Subin
2017 “Bridging the Gap between Theory and Practice with ‘Design-based Action Research’.” Special Issue of Studia Paedagogica on Teacher Education and Educational Research 22 (4): 9–29. CrossrefGoogle Scholar
2020 “Finding the ‘Perfect Equilibrium of Emotional and Rational Learning’ in Content and Language Integrated Learning (CLIL) in the Social Sciences.” In Language Education and Emotions: Research into Emotions and Language Learners, Language Teachers and Educational Processes, ed. by Mathea Simons and Tom Smits. 181–201. London: Routledge. CrossrefGoogle Scholar
Nikula, Tarja, and Pat Moore
2019 “Exploring Translanguaging in CLIL.” International Journal of Bilingual Education and Bilingualism 22 (2): 237–249. CrossrefGoogle Scholar
Osler, Audrey, and Hugh Starkey
2005Changing Citizenship: Democracy and Inclusion in Education. Maidenhead: Open University Press.Google Scholar
Otheguy, Ricardo, Orfelia García, and Wallis Reid
2015 “Clarifying Translanguaging and Deconstructing Named Languages: a Perspective from Linguistics.” Applied Linguistics Review 6 (3): 281–307. CrossrefGoogle Scholar
Park, Mi S.
2013 “Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms.” Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics 13 (2): 50–52.Google Scholar
Pavón Vázquez, Victor, and Maria del Carmen Ramos Ordóñez
2018 “Describing the Use of the L1 in CLIL: An Analysis of L1 Communication Strategies in Classroom Interaction.” International Journal of Bilingual Education and Bilingualism: 1–14. CrossrefGoogle Scholar
Pérez-Cañado, María L.
2012 “CLIL Research in Europe: Past, Present, and Future.” International Journal of Bilingual Education and Bilingualism 15 (3): 315–341. CrossrefGoogle Scholar
Poplack, Shana
2001 “Code-switching (Linguistic).” In International Encyclopedia of the Social and Behavioral Sciences ( Vol 12 1), ed. by Neil J. Smelser and Paul B. Baltes. 2062–2065. Amsterdam: Elsevier. CrossrefGoogle Scholar
Rabbidge, Michael
2019 “The Effects of Translanguaging on Participation in EFL Classrooms.” The Journal of AsiaTEFL 16 (4): 1305–1322. CrossrefGoogle Scholar
Raufelder, Diana, William. M. Bukowski, and Sonja Mohr
2013 “Thick Description of the Teacher-student Relationship in the Educational Context of School: Results of an Ethnographic Field Study.” Journal of Education and Training Studies 1(2). CrossrefGoogle Scholar
Roller, Margaret R., and Paul J. Lavrakas
2015Applied Qualitative Research Design: A Total Quality Framework Approach. New York: The Guilford Press.Google Scholar
Ronjat, Jules
1913Le Développement du Langage Observé chez un Enfant Bilingue. Paris: H. Champion.Google Scholar
Rowe, Lindsey W.
2018 “Say It in Your Language: Supporting Translanguaging in Multilingual Classes.” The Reading Teacher 72 (1): 31–38. CrossrefGoogle Scholar
Schön, Donald A.
1983The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.Google Scholar
Tholen, Berry
2017 “Bridging the Gap between Research Traditions: On What We Can Really Learn from Clifford Geertz.” Critical Policy Studies 12 (3): 335–349. CrossrefGoogle Scholar
Vertovec, Steven
2007 “Super-diversity and its Implications.” Ethnic and Racial Studies 30 (6): 1024–1054. CrossrefGoogle Scholar
Vimont, Michael P.
2015 “Thick Description in Applied Contexts: Using Interpretative Qualitative Observations to Form Quantitative Indicators in Food Security Research.”. Journal of the Anthropological Society of Oxford 71: 191–204.Google Scholar
Vygotsky, Lev S.
1978Mind in Society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Eds.). Cambridge, MA: Harvard University Press.Google Scholar
Williams, Cen
1996 “Secondary Education: Teaching in the Bilingual Situation.” In The Language Policy: Taking Stock, ed. by Cen Williams, Gywn Lewis, and Colin Baker. 39–78. Llangefni, UK: CAI.Google Scholar