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Clara V. Bauler & Emily J. S. Kang. (2020) Elementary ESOL and content teachers’ resilient co-teaching practices: a long-term analysis. International Multilingual Research Journal 14:4, pages 338-354.
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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Afra Ahmed Hersi, Deborah A. Horan & Mark A. Lewis. (2016) Redefining ‘community’ through collaboration and co-teaching: a case study of an ESOL specialist, a literacy specialist, and a fifth-grade teacher. Teachers and Teaching 22:8, pages 927-946.
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Molly Weinburgh, Cecilia Silva, Kathy Horak Smith, Judy Groulx & Jenesta Nettles. (2014) The Intersection of Inquiry-Based Science and Language: Preparing Teachers for ELL Classrooms. Journal of Science Teacher Education 25:5, pages 519-541.
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Articles from other publishers (7)
Amanda Wallace, Valia Spiliotopoulos & Roumiana Ilieva. (2020) CLIL Collaborations in Higher Education: A Critical Perspective高等教育中學科內容和語言整合教學的合作:批判性視角. English Teaching & Learning 44:2, pages 127-148.
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Tammy Slater & Bernard Mohan. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching
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Patricia Martínez-Álvarez, Natalia Sáez & María Paula Ghiso. (2018) Mediating hybrid spaces in the bilingual science class by learning to cultivate children's metaphors. Linguistics and Education 47, pages 68-83.
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Tammy Slater & Joy I. Butler. (2015) Examining connections between the physical and the mental in education: A linguistic analysis of PE teaching and learning. Linguistics and Education 30, pages 12-25.
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Keri-Anne Croce. (2015) Latino(a) and Burmese elementary school students reading scientific informational texts: The interrelationship of the language of the texts, students’ talk, and conceptual change theory. Linguistics and Education 29, pages 94-106.
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Ester de Jong & Katherine Barko-Alva. 2015. Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals. Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
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Jesse Gleason. (2013) An Interpretive Argument for Blended Course Design. Foreign Language Annals 46:4, pages 588-609.
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