Citations (17)
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Pat Moore & Francisco Lorenzo. (2015) Task-based learning and content and language integrated learning materials design: process and product. The Language Learning Journal 43:3, pages 334-357.
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Víctor Pavón Vázquez, Javier Ávila López, Arturo Gallego Segador & Roberto Espejo Mohedano. (2015) Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism 18:4, pages 409-425.
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Francisco Lorenzo. (2013) Genre-based curricula: multilingual academic literacy in content and language integrated learning. International Journal of Bilingual Education and Bilingualism 16:3, pages 375-388.
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Yu Zi. (2022) An Evaluation of the Approaches to Text Modification Used by Lower Secondary CLIL Teachers in Finland. Latin American Journal of Content & Language Integrated Learning 14:2, pages 235-262.
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Amaia Aguirregoitia MartinezKepa Bengoetxea KortazarItziar Gonzalez-Dios. (2021) Are CLIL texts too complicated?. Journal of Immersion and Content-Based Language Education 9:1, pages 4-30.
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Rafael Cabezuelo Vivo & Víctor Pavón. (2019) Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study. Latin American Journal of Content & Language Integrated Learning 12:1, pages 18-45.
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Inmaculada Gómez-Hurtado, María José Carrasco-Macías & Pilar García-Rodríguez. (2016) Metodologías activas para la enseñanza plurilingüe con estudiantes universitarios. Magis. Revista Internacional de Investigación en Educación 9:18, pages 173.
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Chih-Kai Lin & Jinming Zhang. (2014) Investigating correspondence between language proficiency standards and academic content standards: A generalizability theory study. Language Testing 31:4, pages 413-431.
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Marta Aguilar & Carmen Muñoz. (2014) The effect of proficiency on CLIL benefits in Engineering students in Spain. International Journal of Applied Linguistics 24:1, pages 1-18.
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Amanda Kibler. (2017) Casi Nomás Me Dicen Qué Escribir/They Almost Just Tell Me What to Write: A Longitudinal Analysis of Teacher-Student Interactions in a Linguistically Diverse Mainstream Secondary Classroom. Journal of Education 191:1, pages 45-58.
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