Citations (54)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (10)
Wen-Hsing Luo. (2024) Promoting content and English learning in a bilingual curriculum at the elementary school level. Education 3-13 52:3, pages 391-403.
Read now
Read now
María Orcasitas-Vicandi & Andrea Perales-Fernández-de-Gamboa. (2024) Promoting pedagogical translanguaging in pre-service teachers’ training: material design for a multilingual context with a regional minority language. International Journal of Multilingualism 21:1, pages 258-278.
Read now
Read now
Hoa Thi Mai Nguyen, Hang Thi Thu Nguyen, Xuesong Gao, Trang Hong Hoang & Sue Starfield. (2024) Developing professional capacity for Content Language Integrated Learning (CLIL) teaching in Vietnam: tensions and responses. Language and Education 38:1, pages 118-138.
Read now
Read now
Patricia Bárcena-Toyos. (2023) CLIL and SIOP: an effective partnership?. International Multilingual Research Journal 17:1, pages 1-14.
Read now
Read now
Shumaila Jalal & Ali Nawab. (2022) The possibilities and challenges of using content and language integrated learning approach in a private sector school of Northern Sindh, Pakistan. Cogent Education 9:1.
Read now
Read now
Francisco Javier Palacios-Hidalgo, María Elena Gómez-Parra, Cristina A. Huertas-Abril & Roberto Espejo-Mohedano. (2022) Participation in bilingual education programs as a key factor to linguistic success: the Spanish case. Language and Education 36:6, pages 560-575.
Read now
Read now
Beatriz Cortina-Pérez & Ana Maria Pino Rodríguez. (2022) Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada. European Journal of Teacher Education 45:5, pages 670-688.
Read now
Read now
R. Durán-Martínez, Fernando Beltrán-Llavador & Fernando Martínez-Abad. (2022) Training priorities in primary education bilingual programmes in Spain. European Journal of Teacher Education 45:3, pages 303-319.
Read now
Read now
Elisa Pérez-Gracia, Rocío Serrano-Rodríguez & Antonio J. Carpio. (2020) Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?). Culture and Education 32:4, pages 621-648.
Read now
Read now
Keith M. Graham. Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers. Journal of Multilingual and Multicultural Development 0:0, pages 1-13.
Read now
Read now
Articles from other publishers (44)
Mei-Jung Wang, Li-Zu Yang & Wen-Hsien Yang. (2024) Validating the conceptual domains of elementary school teachers’ knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts. Applied Linguistics Review 15:2, pages 475-503.
Crossref
Crossref
Ana Otto. 2024. Educational Innovation to Address Complex Societal Challenges. Educational Innovation to Address Complex Societal Challenges
121
136
.
Antonio Daniel Juan Rubio. 2024. Inclusive Education in Bilingual and Plurilingual Programs. Inclusive Education in Bilingual and Plurilingual Programs
61
79
.
İsmail DÖNMEZ & Salih GÜLEN. (2024) Science Curricula and Science Teachers Training in Turkey: Past, Present and FutureTürkiye'de Fen Bilimleri Dersi Öğretim Programları ve Fen Bilimleri Öğretmeni Yetiştirme: Dünü, Bugünü ve Geleceği. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17:2, pages 929-962.
Crossref
Crossref
Lintao Li. (2024) The construction of a teacher training system for artificial intelligence professionals in universities oriented to RNN models. Applied Mathematics and Nonlinear Sciences 9:1.
Crossref
Crossref
Raul Albuquerque Paraná, Julia Landau & Sávio Siqueira. 2024. Content and Language Integrated Learning in South America. Content and Language Integrated Learning in South America
129
146
.
María Gimena San Martín. 2024. Content and Language Integrated Learning in South America. Content and Language Integrated Learning in South America
111
128
.
Mónica Abad-Célleri, Juanita Argudo-Serrano & Tammy Fajardo-Dack. 2024. Content and Language Integrated Learning in South America. Content and Language Integrated Learning in South America
83
107
.
Patricia Carabelli. 2024. Content and Language Integrated Learning in South America. Content and Language Integrated Learning in South America
205
223
.
Patricia Barcena-Toyos. 2023. Mentoring and Reflective Teachers in ESOL and Bilingual Education. Mentoring and Reflective Teachers in ESOL and Bilingual Education
25
44
.
Liudmyla Melenets, Svitlana Savchenko, Larysa Kravchuk, Olena Poliakova, Yurii Сherpak & Viktoriia Shcherbyna. (2023) Building Pedagogical Partnership Competence Among Primary School Teachers. Revista de la Universidad del Zulia 14:41, pages 7-28.
Crossref
Crossref
Ana Otto & María Elena Serrano-Moya. 2023. Global Perspectives on Effective Assessment in English Language Teaching. Global Perspectives on Effective Assessment in English Language Teaching
184
204
.
Jermaine S. McDougald, Daniela Duarte Gómez, Laura Susana Quesada Gutiérrez & Félix Gonzalo Sánchez Córdoba. (2023) Listening to CLIL Practitioners. Colombian Applied Linguistics Journal 25:1, pages 97-117.
Crossref
Crossref
Yan Zhu, Yue Liu, Nana Yang & Jonathan Newton. (2023) Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China. Language Teaching Research.
Crossref
Crossref
Xavier Martin-Rubió & Irati Diert-Boté. (2023) “I don’t care about the physical appearance in a job”. Journal of English-Medium Instruction 2:2, pages 159-182.
Crossref
Crossref
Luisa Scherzinger & Taiga Brahm. (2023) A systematic review of bilingual education teachers’ competences. Educational Research Review 39, pages 100531.
Crossref
Crossref
Nina Raud & Olga Orehhova. (2023) From EFL teacher to CLIL teacher in Estonia. Journal of Immersion and Content-Based Language Education 11:1, pages 109-136.
Crossref
Crossref
Francesca Costa. 2023. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
379
392
.
Sila Pla-Pueyo, Francisco González-García, Ana María Ramos-García & Laura Torres-Zúñiga. 2023. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
351
378
.
Magdalena Custodio Espinar. 2023. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
109
128
.
Celina Salvador-García. 2023. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools. Handbook of Research on Training Teachers for Bilingual Education in Primary Schools
1
21
.
Rigel Sampelolo & Shilfani. Virtually-delivered CLIL-oriented speaking coursebook for hospitality and tourism students. Virtually-delivered CLIL-oriented speaking coursebook for hospitality and tourism students.
Yeraly Baizhanov & Andrzej Cirocki. 2023. Continuing Professional Development of TESOL Practitioners. Continuing Professional Development of TESOL Practitioners
245
275
.
Louisa Mortimore. 2023. Handbook of CLIL in Pre-primary Education. Handbook of CLIL in Pre-primary Education
79
100
.
Virginia Vinuesa Benítez. 2023. Handbook of CLIL in Pre-primary Education. Handbook of CLIL in Pre-primary Education
31
43
.
Patricia Bárcena Toyos. (2022) Teacher Identity in CLIL: A Case Study of Two In-service Teachers. Latin American Journal of Content & Language Integrated Learning 15:1, pages 1-23.
Crossref
Crossref
Keith M. Graham. (2022) Examining the English-Medium Instruction Teaching Anxiety of Preservice Secondary Education Teachers in Taiwan試論臺灣地區中等教育師培生對全英語課程教學的焦慮. English Teaching & Learning 46:3, pages 255-272.
Crossref
Crossref
Haemin Kim & Keith M. Graham. (2022) Teachers’ Needs and Professional Development: A Systematic Review. Latin American Journal of Content & Language Integrated Learning 15:1, pages 1-22.
Crossref
Crossref
Yong-Jik Lee, Hyunjin Jinna Kim & Yue Li. (2022) International Students' Experiences of Content Language Integrated Learning in a Korean University: Focusing on Korean as a Medium of Instruction. International Journal of Educational Methodology 8:3, pages 421-429.
Crossref
Crossref
Keith M. Graham. (2022) Examining Team-teaching Competencies in a Taiwanese Bilingual Academic Subject Classroom: A Bilingual NEST's Autoethnography. RELC Journal, pages 003368822211149.
Crossref
Crossref
Wen-hsien Yang & Li-zu Yang. (2021) Evaluating Learners’ Satisfaction with a Distance Online CLIL Lesson During the Pandemic. English Teaching & Learning 46:2, pages 179-201.
Crossref
Crossref
Darío Luis Banegas & Marta del Pozo Beamud. (2020) Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal 53:1, pages 151-164.
Crossref
Crossref
José-María Campillo-Ferrer & Pedro Miralles-Martínez. (2022) Primary School Teachers’ Perceptions of the Level of Development of Low-Order Cognitive Skills Under the Content and Language Integrated Learning Approach. Frontiers in Education 7.
Crossref
Crossref
O. Polyakova & L. de Ros Cócera. (2022) Educational Breakout and Sustainable CLIL Teacher Training. Psychological Science and Education Психологическая наука и образование 27:2, pages 96-107.
Crossref
Crossref
Sotiria Pappa. (2021) A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum. Latin American Journal of Content & Language Integrated Learning 14:1, pages 41-68.
Crossref
Crossref
Irina M. Babich, Vera K. Omarova, Aliya A. Baratova & Natalia I. Churkina. (2021) Integration of IBL and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences in Multilingual Environment. Integration of Education 25:2, pages 304-320.
Crossref
Crossref
Karin Vogt. 2021. Teaching Practices and Equitable Learning in Children's Language Education. Teaching Practices and Equitable Learning in Children's Language Education
1
22
.
Olesia Liubashenko & Lesia Manakova. (2021) CONTENT-AND-LANGUAGE INTEGRATED LEARNING AND TEACHING SCIENTIFIC UKRAINIAN TO 10TH-GRADE STUDENTS OF SECONDARY SCHOOL MAJORING IN NATURE AND MATHEMATICS. АRS LINGUODIDACTICAE:6, pages 35-45.
Crossref
Crossref
Magdalena Custodio-Espinar & Alfonso López-Hernández. 2021. Mediating Specialized Knowledge and L2 Abilities. Mediating Specialized Knowledge and L2 Abilities
81
107
.
María Luisa Pérez Cañado. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings
31
51
.
Maria Elisabetta Porcedda & Juan González-Martínez. (2020) CLIL Teacher Training: Lacks and Suggestions from a Systematic Literature Review. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 38:1, pages 49-68.
Crossref
Crossref
Dario Luis Banegas. (2020) Teacher Professional Development in Language-Driven CLIL: A Case Study. Latin American Journal of Content & Language Integrated Learning 12:2, pages 242-264.
Crossref
Crossref
Magdalena Custodio-Espinar. (2020) Influencing Factors on In-Service Teachers’ Competence in Planning CLIL. Latin American Journal of Content & Language Integrated Learning 12:2, pages 207-241.
Crossref
Crossref
Magdalena Custodio Espinar. 2019. Content and Language Integrated Learning in Spanish and Japanese Contexts. Content and Language Integrated Learning in Spanish and Japanese Contexts
313
337
.