Publications

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Zhang, Leticia Tian and Daniel Cassany. 2019. ‘Is it always so fast?’ Chinese perceptions of Spanish through danmu video comments. Spanish in Context 16 (2) : 217–242.
Macaro, Ernesto, Jiangshan An and Ann Childs. 2019. Language focused episodes by monolingual teachers in English Medium Instruction science lessons. Journal of Immersion and Content-Based Language Education 7 (2) : 166–192.
Graham, Keith and Zohreh R. Eslami. 2019. Attitudes toward EMI in East Asia and the Gulf. A systematic review. Language Problems and Language Planning 43 (1) : 8–31.
Gasca Jiménez, Laura, Maira E. Álvarez and Sylvia Fernández. 2019. Language and translation practices of Spanish-language newspapers published in the U.S. borderlands between 1808 and 1930. Translation and Interpreting Studies 14 (2) : 218–242.
Jakonen, Teppo. 2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22 (4) : 428–444.
Basterrechea, María and Michael J. Leeser. 2019. Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28 (2) : 97–113.
Lo, Yuen Yi and Angel M.Y. Lin. 2019. Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 78–90.
Lin, Angela M.Y. 2019. Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 6–16.
Bromme, Rainer, Marc Stadtler and Johanna Paul. 2019. Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students’ Use of Source Information. Discourse Processes 56 (2) : 155–169.
Nesset, Tore and Svetlana Sokolova. 2019. Compounds and culture. Conceptual blending in Norwegian and Russian. Review of Cognitive Linguistics 17 (1) : 257–274.
Kampen, Evelyn van, Wilfried Admiraal and Amanda Berry. 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.
Cowart, Holly S. and Jeffrey K. Riley. 2018. Agendamelding and out-group derogation. Examining how aggregated content can be used to prove in-group membership. The Agenda Setting Journal 2 (2) : 124–144.
Crossman, Katie. 2018. Immersed in academic English: vocabulary and academic outcomes of a CLIL university preparation course. International Journal of Bilingual Education and Bilingualism 21 (5) : 564–577.
Díaz-Peralta, Marina. 2018. Metaphor and ideology: Conceptual structure and conceptual content in Spanish political discourse. Discourse & Communication 12 (2) : 128–148.
Funk, Marcus. 2018. r/Agenda_rejection. Attribute agenda-setting resistance between horizontal Reddit pages and vertical news coverage. The Agenda Setting Journal 2 (2) : 145–167.
Saravanan, Vanithamani and Susan Gwee. 2018. Use of code-switching in multilingual content subject and language classrooms. The International Journal of Multilingualism 15 (2) : 117–134.
Cammarata, Laurent and Corey Haley. 2018. Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey. International Journal of Bilingual Education and Bilingualism 21 (3) : 332–348.
Hamawand, Zeki. 2018. The status of punctuation marks in Cognitive Grammar. Cognitive Linguistic Studies 5 (2) : 189–207.
Lin, Angel Mei Yi and Peichang He. 2018. Becoming a “language-aware” content teacher. Content and language integrated learning (CLIL) teacher professional development as a collaborative, dynamic, and dialogic process. Journal of Immersion and Content-Based Language Education 6 (2) : 162–188.
Hess, Leopold. 2018. Perspectival expressives. Journal of Pragmatics 129 : 13–33.
Dallinger, Sara, Kathrin Jonkmann and Jan Hollm. 2018. Selectivity of content and language integrated learning programmes in German secondary schools. International Journal of Bilingual Education and Bilingualism 21 (1) : 93–104.
Hüttner, Julia and Ute Smit. 2018. Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21 (3) : 287–302.
Mertens, Stefan, Leen d’Haenens, lutgard Lams, Rozane De Cock, Ebba Sundin, Valeriane Mistiaen and Willem Joris. 2018. Refugees in the news: Comparing Belgian and Swedish newspaper coverage of the European refugee situation during summer 2015. Communications 43 (3) : 311–324.
Roberts, Gareth, Bruno Galantucci and Benjamin Langstein. 2018. Content deafness: When coherent talk just doesn't matter. Language & Communication 61 : 29–34.
Mar, Raymond. 2018. Evaluating whether stories can promote social cognition: Introducing the Social Processes and Content Entrained by Narrative (SPaCEN) framework. Discourse Processes 55 (5,6) : 454–479.