Advanced search
Publication Cover
International Journal of Bilingual Education and Bilingualism Volume 15, 2012 - Issue 3
Submit an article Journal homepage
8,131
Views
223
CrossRef citations to date
0
Altmetric
Articles

CLIL research in Europe: past, present, and future

María Luisa Pérez-Cañado Department of English Philology, University of Jaén, Jaén, SpainCorrespondence[email protected]
Pages 315-341 | Received 16 Mar 2011, Accepted 03 Oct 2011, Published online: 05 Dec 2011

Citations (223)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (75)

Yen-Ling Teresa Ting. (2023) Students’ appraisals of their bilingual experience in a monolingual Italian reality: suggestions for improvement. International Journal of Bilingual Education and Bilingualism 26:9, pages 1097-1110.
Read now
Tamara Roth & Franz X. Bogner. (2023) The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations. International Journal of Science Education 0:0, pages 1-24.
Read now
Daniel Fung & Edsoulla Chung. (2023) Defining language goals in EMI: vocabulary demand in a high-stakes assessment in Hong Kong. Language and Education 0:0, pages 1-15.
Read now
Luk Van Mensel & Philippe Hiligsmann. (2023) Assessing CLIL: a multidisciplinary approach. International Journal of Bilingual Education and Bilingualism 26:5, pages 529-533.
Read now
Claire Goriot & Roeland van Hout. (2023) Primary-school teachers’ beliefs about the effects of early-English education in the Dutch context: communicative scope, disadvantaged learning, and their skills in teaching English. International Journal of Bilingual Education and Bilingualism 26:4, pages 498-513.
Read now
Ana Llinares & Anne McCabe. (2023) Systemic functional linguistics: the perfect match for content and language integrated learning. International Journal of Bilingual Education and Bilingualism 26:3, pages 245-250.
Read now
Dennis Lindenberg. (2023) ‘The Genome Is the Brain of the Cell!’ How Japanese English Learners Mediate Understanding of Academic Content through Metaphor. Metaphor and Symbol 38:1, pages 23-49.
Read now
María Fernández-Agüero & Elisa Hidalgo-McCabe. (2022) CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education. Journal of Language, Identity & Education 21:6, pages 363-377.
Read now
Bram Bulté, Jill Surmont & Liesbeth Martens. (2022) The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils. International Journal of Bilingual Education and Bilingualism 25:9, pages 3151-3170.
Read now
Javier Ávila-López & Roberto Espejo-Mohedano. (2022) Second language reading and self-efficacy in bilingual and musical instruction. A study of reading ability. International Journal of Bilingual Education and Bilingualism 25:8, pages 3084-3097.
Read now
Ana Halbach & Janina Iwaniec. (2022) Responsible, competent and with a sense of belonging: an explanation for the purported levelling effect of CLIL. International Journal of Bilingual Education and Bilingualism 25:5, pages 1609-1623.
Read now
Helena Roquet, Alexandra Vraciu, Florentina Nicolás-Conesa & Carmen Pérez-Vidal. (2022) Adjunct instruction in higher education: examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism 25:4, pages 1377-1398.
Read now
Juan de Dios Martínez Agudo. (2022) To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain. International Journal of Bilingual Education and Bilingualism 25:2, pages 598-611.
Read now
Anssi Roiha & Katja Mäntylä. (2022) ‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept. International Journal of Bilingual Education and Bilingualism 25:1, pages 100-116.
Read now
Kristin A. Sendur, Jannet van Drie & Carla van Boxtel. (2021) Historical contextualization in students’ writing. Journal of the Learning Sciences 30:4-5, pages 797-836.
Read now
Marianne Turner & Ruth Fielding. (2021) CLIL Teacher training and teachers’ choices: exploring planned language use in the Australian context. Language, Culture and Curriculum 34:3, pages 224-241.
Read now
Dina Lialikhova. (2021) The impact of a short-term CLIL intervention project on Norwegian different ability ninth graders’ oral development. International Journal of Bilingual Education and Bilingualism 24:5, pages 671-692.
Read now
Evelyn van Kampen, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry. (2021) Characterising integrated content-language pedagogies of global perspectives teachers in Dutch bilingual schools. Language, Culture and Curriculum 34:1, pages 18-34.
Read now
Patricia Bárcena-Toyos. (2020) Teachers’ classroom practices to achieve integration of content and language in CLIL. NABE Journal of Research and Practice 10:3-4, pages 94-106.
Read now
Yuen Yi Lo & Daniel Fung. (2020) Assessments in CLIL: the interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education and Bilingualism 23:10, pages 1192-1210.
Read now
Evelyn van Kampen, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry. (2020) Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in the Netherlands. International Journal of Bilingual Education and Bilingualism 23:8, pages 855-871.
Read now
Alan Dobson. (2020) Context is everything: reflections on CLIL in the UK. The Language Learning Journal 48:5, pages 508-518.
Read now
Ana María Relaño Pastor & David Poveda. (2020) Native speakerism and the construction of CLIL competence in teaching partnerships: reshaping participation frameworks in the bilingual classroom. Language and Education 34:5, pages 469-487.
Read now
Edgar Demetrio Tovar-García. (2020) Bilingual schooling and wage income: the case of Tatarstan in Russia. Journal of Education and Work 33:5-6, pages 446-458.
Read now
Gemma Artieda, Helena Roquet & Florentina Nicolás-Conesa. (2020) The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 23:4, pages 449-472.
Read now
Ramiro Durán-Martínez & Fernando Beltrán-Llavador. (2020) Key issues in teachers’ assessment of primary education bilingual programs in Spain. International Journal of Bilingual Education and Bilingualism 23:2, pages 170-183.
Read now
María Luisa Pérez Cañado. (2020) Implementing bilingual education in monolingual contexts: lessons learned and ways forward. The Language Learning Journal 48:1, pages 1-3.
Read now
Dominik Rumlich. (2020) Bilingual education in monolingual contexts: a comparative perspective. The Language Learning Journal 48:1, pages 115-119.
Read now
Gina Oxbrow. (2020) Addressing the language challenge in monolingual CLIL contexts: stakeholder perspectives in the Canary Islands. The Language Learning Journal 48:1, pages 99-114.
Read now
Macarena Navarro-Pablo & Yiyi López Gándara. (2020) The effects of CLIL on L1 competence development in monolingual contexts. The Language Learning Journal 48:1, pages 18-35.
Read now
María Luisa Pérez Cañado. (2020) CLIL and elitism: myth or reality?. The Language Learning Journal 48:1, pages 4-17.
Read now
Juan de Dios Martínez Agudo. (2020) The impact of CLIL on English language competence in a monolingual context: a longitudinal perspective. The Language Learning Journal 48:1, pages 36-47.
Read now
Elvira Barrios & María Dolores Milla Lara. (2020) CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal 48:1, pages 60-80.
Read now
Tomoyo Okuda. (2019) Policy borrowing for a world-class university: a case of a writing center in Japan. Current Issues in Language Planning 20:5, pages 503-520.
Read now
Yuen Yi Lo. (2019) Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?. International Journal of Bilingual Education and Bilingualism 22:7, pages 818-832.
Read now
Javier Fernández-Sanjurjo, Alberto Fernández-Costales & José Miguel Arias Blanco. (2019) Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism 22:6, pages 661-674.
Read now
Xabier San Isidro & David Lasagabaster. (2019) Code-switching in a CLIL multilingual setting: a longitudinal qualitative study. International Journal of Multilingualism 16:3, pages 336-356.
Read now
Ana Maria Relaño-Pastor & Alicia Fernández-Barrera. (2019) The ‘native speaker effects’ in the construction of elite bilingual education in Castilla-La Mancha: tensions and dilemmas. Journal of Multilingual and Multicultural Development 40:5, pages 421-435.
Read now
Anssi Roiha. (2019) Investigating former pupils’ experiences and perceptions of CLIL in Finland: a retrospective analysis. Nordic Journal of Studies in Educational Policy 5:2, pages 92-103.
Read now
José Goris, Eddie Denessen & Ludo Verhoeven. (2019) The contribution of CLIL to learners’ international orientation and EFL confidence. The Language Learning Journal 47:2, pages 246-256.
Read now
Kim Bower. (2019) ‘Speaking French alive’: learner perspectives on their motivation in Content and Language Integrated Learning in England. Innovation in Language Learning and Teaching 13:1, pages 45-60.
Read now
Miao Li. (2018) The effectiveness of a bilingual education program at a Chinese university: a case study of social science majors. International Journal of Bilingual Education and Bilingualism 21:8, pages 897-912.
Read now
Anssi Roiha & Mélodine Sommier. (2018) Viewing CLIL through the eyes of former pupils: insights into foreign language and intercultural attitudes. Language and Intercultural Communication 18:6, pages 631-647.
Read now
Katie Crossman. (2018) Immersed in academic English: vocabulary and academic outcomes of a CLIL university preparation course. International Journal of Bilingual Education and Bilingualism 21:5, pages 564-577.
Read now
María Luisa Pérez Cañado. (2018) This Issue. Theory Into Practice 57:3, pages 163-165.
Read now
Xabier San Isidro. (2018) Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice 57:3, pages 185-195.
Read now
Víctor Pavón Vázquez. (2018) Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies. Theory Into Practice 57:3, pages 204-211.
Read now
Nina Karen Lancaster. (2018) Innovations and Challenges in CLIL Program Evaluation. Theory Into Practice 57:3, pages 250-257.
Read now
Julia Hüttner & Ute Smit. (2018) Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21:3, pages 287-302.
Read now
Evelyn van Kampen, Wilfried Admiraal & 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, pages 222-236.
Read now
Josep Coral, Teresa Lleixà & Carles Ventura. (2018) Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing. International Journal of Bilingual Education and Bilingualism 21:2, pages 139-150.
Read now
Sara Dallinger, Kathrin Jonkmann & Jan Hollm. (2018) Selectivity of content and language integrated learning programmes in German secondary schools. International Journal of Bilingual Education and Bilingualism 21:1, pages 93-104.
Read now
Jon Ander Merino & David Lasagabaster. (2018) CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism 21:1, pages 79-92.
Read now
Dieuwerke Rutgers & Michael Evans. (2017) Bilingual education and L3 learning: metalinguistic advantage or not?. International Journal of Bilingual Education and Bilingualism 20:7, pages 788-806.
Read now
Marta Aguilar. (2017) Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism 20:6, pages 722-735.
Read now
Wenhsien Yang. (2017) Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism 20:6, pages 607-624.
Read now
María Luisa Pérez Cañado & Nina Karen Lancaster. (2017) The effects of CLIL on oral comprehension and production: a longitudinal case study. Language, Culture and Curriculum 30:3, pages 300-316.
Read now
Aintzane Doiz & David Lasagabaster. (2017) Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?. Language and Education 31:2, pages 93-109.
Read now
Rafael Alejo & Ana Piquer-Píriz. (2016) Urban vs. rural CLIL: an analysis of input-related variables, motivation and language attainment. Language, Culture and Curriculum 29:3, pages 245-262.
Read now
María Luisa Pérez Cañado. (2016) Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism 19:3, pages 266-295.
Read now
Yuen Yi Lo & Ernesto Macaro. (2015) Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal 43:3, pages 239-255.
Read now
Marianne Turner. (2015) The significance of affordances on teachers’ choices: embedding Japanese across the curriculum in Australian secondary schools. Language, Culture and Curriculum 28:3, pages 276-290.
Read now
Yuen Yi Lo. (2015) A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism 18:4, pages 443-462.
Read now
Wenhsien Yang. (2015) Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism 18:4, pages 361-382.
Read now
Yuen Yi Lo & Angel M.Y. Lin. (2015) Special issue: Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism 18:3, pages 261-269.
Read now
Elisabet Pladevall-Ballester. (2015) Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations. International Journal of Bilingual Education and Bilingualism 18:1, pages 45-59.
Read now
Jasone Cenoz. (2015) Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1, pages 8-24.
Read now
Wenhsien Yang & Mark Gosling. (2014) What makes a Taiwan CLIL programme highly recommended or not recommended?. International Journal of Bilingual Education and Bilingualism 17:4, pages 394-409.
Read now
Darío Luis Banegas. (2014) An investigation into CLIL-related sections of EFL coursebooks: issues of CLIL inclusion in the publishing market. International Journal of Bilingual Education and Bilingualism 17:3, pages 345-359.
Read now
Emma Dafouz, Mar Camacho & Elena Urquia. (2014) ‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education 28:3, pages 223-236.
Read now
Ute Massler, Daniel Stotz & Claudia Queisser. (2014) Assessment instruments for primary CLIL: the conceptualisation and evaluation of test tasks. The Language Learning Journal 42:2, pages 137-150.
Read now
Christiane Dalton-Puffer & Tarja Nikula. (2014) Content and language integrated learning. The Language Learning Journal 42:2, pages 117-122.
Read now
Simone Smala. (2014) Sole fighter mentality: stakeholder agency in CLIL programmes in Queensland. The Language Learning Journal 42:2, pages 195-208.
Read now
Yuen Yi Lo. (2014) L2 learning opportunities in different academic subjects in content-based instruction – evidence in favour of ‘conventional wisdom’. Language and Education 28:2, pages 141-160.
Read now
Alonso Moreno, Francisca Castilla, Macario Cámara & Eva Chamorro. (2013) Incoming Foreign Students as a Resource for Improving Student Language Skills. Journal of Teaching in International Business 24:2, pages 107-124.
Read now

Articles from other publishers (148)

James Spencer. (2023) Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream. Journal of Research in International Education.
Crossref
Kálmán Sántha & Ágnes Malomsoki-Sántha. (2023) Methodological Aspects for Applied Linguistic Research – Mixed Methods, Triangulation. Acta Universitatis Sapientiae, Philologica 15:2, pages 1-13.
Crossref
Hetal Raghuvir Ascher & Kelsey Marie Pichery. 2023. Handbook of Research on Critical Issues and Global Trends in International Education. Handbook of Research on Critical Issues and Global Trends in International Education 260 283 .
Banu ÇULHA ÖZBAŞ & Berna GÜRYAY. (2023) Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”Integration of Social Studies and English: Prospective Teachers’ Views “Feeding two birds with one scone?”. International e-Journal of Educational Studies 7:14, pages 225-242.
Crossref
Moritz Wußing, Roland H. Grabner, Hannah Sommer & Henrik Saalbach. (2023) Language-switching and retrieval-based learning: an unfavorable combination. Frontiers in Psychology 14.
Crossref
Jiajia Eve Liu, Yuen Yi Lo & Jieting Jerry Xin. (2023) CLIL teacher assessment literacy: A scoping review. Teaching and Teacher Education 129, pages 104150.
Crossref
Jang Ho Lee, Hansol Lee & Yuen Yi Lo. (2023) Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis. Studies in Second Language Learning and Teaching 13:2, pages 317-345.
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
Deanna C. Friesen & Chastine Lamoureux. 2023. Understanding Language and Cognition through Bilingualism. Understanding Language and Cognition through Bilingualism 169 187 .
Patricia Uhl, Anja K. Steinlen & Thorsten Piske. (2023) Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs. Languages 8:2, pages 138.
Crossref
Francesca Costa & Cristina Mariotti. (2023) Bilingual and Non-Bilingual Classes at Primary School in Italy Results from a Standardised National Test. EL.LE:1.
Crossref
Alexandra Vraciu & Anna Marsol. (2023) Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia. Language Teaching Research, pages 136216882311700.
Crossref
Bahadır GÜLDEN. (2023) Fransa’da İki Dillilerin Türkçe Derslerinde Kültürel İçerik Olarak SOKÜM’den ve Folklordan YararlanılmasıUtilizing ICT and Folklore as Cultural Content in Turkish Lessons of Bilingual Students in France. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, pages 219-242.
Crossref
María Luisa Pérez Cañado. (2023) What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019). Applied Linguistics Review 14:2, pages 347-367.
Crossref
Margarita Huerta, Tiberio Garza, Manognya Murukutla & Xin Zhang. (2022) Pre-and in-service teacher attitudes related to English Learner instruction in the content-areas: A mixed-methods study. Teaching and Teacher Education 119, pages 103867.
Crossref
Ute Smit & Thomas Finker. (2022) Topicalizing language in CLIL teaching at technical colleges: A micro-level analysis of language-related episodes (LREs). English for Specific Purposes 68, pages 102-115.
Crossref
Rıfat GÜNDAY. (2022) Yabancı dil eğitiminde içerik temelli öğretim modeli ve eylem odaklı yaklaşımContent-based instruction model and action-oriented approach in foreign language education. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi:29, pages 815-832.
Crossref
Subin Nijhawan. (2022) Translanguaging… or trans-foreign-languaging?. Translation and Translanguaging in Multilingual Contexts 8:2, pages 143-185.
Crossref
Tamara Roth, Franz-Josef Scharfenberg & Franz X. Bogner. (2022) Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning. Frontiers in Education 7.
Crossref
Darío Luis Banegas. (2021) Research into practice: CLIL in South America. Language Teaching 55:3, pages 379-391.
Crossref
Huub Oattes, Arie Wilschut, Ron Oostdam, Ruben Fukkink & Rick de Graaff. (2022) Practical solution or missed opportunity? The impact of language of instruction on Dutch history teachers’ application of pedagogical content knowledge (PCK). Teaching and Teacher Education 115, pages 103721.
Crossref
Mei-Jung Wang, Li-Zu Yang & Wen-Hsien Yang. (2022) Validating the conceptual domains of elementary school teachers’ knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts. Applied Linguistics Review 0:0.
Crossref
Gulmira Kussaiynkyzy & Ida Dringó-Horváth. (2022) Systematic Review of CLIL in Computer Science: Past, Present, and Future — with a Special Focus on Using ICT. Latin American Journal of Content & Language Integrated Learning 14:2, pages 323-347.
Crossref
Otilia Martí Arnándiz, Lidon Moliner & Francisco Alegre. (2022) When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics. System 106, pages 102773.
Crossref
Tamara Roth, Cathérine Conradty & Franz X. Bogner. (2022) The relevance of school self-concept and creativity for CLIL outreach learning. Studies in Educational Evaluation 73, pages 101153.
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
Cristina A. Huertas-Abril. 2022. Handbook of Research on International Approaches and Practices for Gamifying Mathematics. Handbook of Research on International Approaches and Practices for Gamifying Mathematics 21 45 .
Kris Van den Branden. 2022. How to Teach an Additional Language. How to Teach an Additional Language.
María Martínez-Adrián & María Nieva-Marroquín. (2022) Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners. International Review of Applied Linguistics in Language Teaching 0:0.
Crossref
Esther Nieto Moreno de Diezmas. 2022. Research Anthology on Bilingual and Multilingual Education. Research Anthology on Bilingual and Multilingual Education 327 351 .
Lee McCallum. 2022. English Language Teaching. English Language Teaching 3 10 .
Olivia Mair. 2022. Handbook of Early Language Education. Handbook of Early Language Education 475 508 .
Kris Van den Branden. 2021. The Cambridge Handbook of Task-Based Language Teaching. The Cambridge Handbook of Task-Based Language Teaching 628 648 .
. 2021. The Cambridge Handbook of Task-Based Language Teaching. The Cambridge Handbook of Task-Based Language Teaching.
María del Mar Sánchez-Pérez & Francisco Manzano-Agugliaro. (2021) Worldwide Trends in Bilingual Education Research: A Half-Century Overview. Education Sciences 11:11, pages 730.
Crossref
Teng Lin & Jun Lei. (2021) English-Medium Instruction and Content Learning in Higher Education: Effects of Medium of Instruction, English Proficiency, and Academic Ability. SAGE Open 11:4, pages 215824402110615.
Crossref
Inmaculada Pineda & Wenli Tsou. (2021) Understanding CLIL from an ELF perspective: language in Taiwanese primary bilingual education. Journal of English as a Lingua Franca 10:2, pages 209-233.
Crossref
Huilin Bai. (2021) Strategic Research on the Teaching Application of Content and Language Integrated Learning Methods in the Chinese Language Region. Strategic Research on the Teaching Application of Content and Language Integrated Learning Methods in the Chinese Language Region.
Marcos Ruiz Álvarez, Luisa López Banet & Carmen María Soto Cascales. (2021) Contenidos conceptuales sobre cambios químicos en los libros de texto de 2º ESO de programas bilingües. Ápice. Revista de Educación Científica 5:1, pages 33-51.
Crossref
Francisco Javier Palacios-Hidalgo, Cristina A. Huertas-Abril & María Elena Gómez-Parra. (2021) Language teaching and bilingual education policies in Scotland and Andalusia: A language-use-based comparative study. Research in Comparative and International Education 16:2, pages 140-159.
Crossref
Marianne Turner. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms 43 62 .
Jiangshan An, Ernesto Macaro & Ann Childs. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms 17 42 .
María Luisa García Bermejo. (2021) Foreign language education in Spain: A historical view. European Journal of Applied Linguistics 9:1, pages 115-135.
Crossref
Susan Ballinger. 2021. The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching. The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching 539 558 .
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
Marianne Turner. 2021. International Perspectives on CLIL. International Perspectives on CLIL 151 169 .
Hiroko Aikawa, Emi Fukasawa & Chantal Hemmi. 2021. International Perspectives on CLIL. International Perspectives on CLIL 107 127 .
Juan de Dios Martínez Agudo. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 167 184 .
María del Mar Gálvez Gómez. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 141 165 .
Macarena Navarro-Pablo. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 119 140 .
Elvira Barrios. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 103 117 .
Daniel Madrid Fernández, Antonio Bueno González & Juan Ráez Padilla. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 71 102 .
Esther Nieto Moreno de Diezmas. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 53 70 .
María Luisa Pérez Cañado. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 31 51 .
Diego Rascón Moreno & Antonio Vicente Casas Pedrosa. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 9 29 .
Cristian R. Aquino Sterling. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 185 192 .
María Luisa Pérez Cañado. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 1 8 .
Kim Bower. 2021. Language Learning in Anglophone Countries. Language Learning in Anglophone Countries 267 287 .
Olivia Mair. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 35 .
Yvette Coyle & Julio Roca de Larios. (2020) Exploring young learners’ engagement with models as a written corrective technique in EFL and CLIL settings. System 95, pages 102374.
Crossref
Aleksandra I. Dashkina, Ludmila P. Khalyapina, Aleksandra M. Kobicheva, Maria A. Odinokaya & Dmitri A. Tarkhov. (2020) Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment. Applied Sciences 10:20, pages 7022.
Crossref
Luzia Sauer. (2020) Linguistic and motivational changes of a German adolescent student in New Zealand. Study Abroad Research in Second Language Acquisition and International Education 5:2, pages 175-207.
Crossref
Said Ghezal & Ameur Lahoual. (2020) Enseignement du français dans les sections scientifiques et techniques universitaires en Algérie. EMILE serait-il une solution ?Teaching of French in science and technology sections in Algerian universities. Would CLIL be the solution?. Contextes et didactiques:15.
Crossref
Zehra Gabillon. (2020) Revisiting CLIL: Background, Pedagogy, and Theoretical UnderpinningsRevenir sur EMILE : contexte, pédagogie et fondements théoriques. Contextes et didactiques:15.
Crossref
Daniel Madrid & Steven Julius. (2020) Profiles of Students in Bilingual University Degree Programs Using English as a Medium of Instruction in Spain. Profile: Issues in Teachers´ Professional Development 22:2, pages 79-94.
Crossref
Irene Castellano-Risco, Rafael Alejo-González & Ana M. Piquer-Píriz. (2020) The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?. System 91, pages 102263.
Crossref
Olena Rudychyk. (2020) Content and language integrated learning as a means to increase students’ motivation. Scientific bulletin of South Ukrainian National Pedagogical University named after K D Ushynsky 2020:2 (131), pages 116-121.
Crossref
Laura Tommaso. (2020) Content Teachers’ Perspectives from a CLIL Methodology Training Course. EL.LE:3.
Crossref
Ron Darvin, Yuen Yi Lo & Angel M. Y. Lin. (2020) Examining CLIL through a Critical Lens. English Teaching & Learning 44:2, pages 103-108.
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
Esther Nieto Moreno de Diezmas. 2020. Handbook of Research on Bilingual and Intercultural Education. Handbook of Research on Bilingual and Intercultural Education 383 407 .
Cynthia Yanin Pimentel-Velázquez & Víctor Pavón-Vázquez. 2020. Teacher Training for English-Medium Instruction in Higher Education. Teacher Training for English-Medium Instruction in Higher Education 320 339 .
Yuen Yi LoYuen Yi Lo. 2020. Professional Development of CLIL Teachers. Professional Development of CLIL Teachers 3 13 .
Sandra Preusler, Steffen Zitzmann, Isabell Paulick, Jürgen Baumert & Jens Möller. (2019) Ready to read in two languages? Testing the native language hypothesis and the majority language hypothesis in two-way immersion students. Learning and Instruction 64, pages 101247.
Crossref
Anthony Bruton. (2019) Questions about CLIL which are unfortunately still not outdated: A reply to Pérez-Cañado. Applied Linguistics Review 10:4, pages 591-602.
Crossref
JA Goris, EJPG Denessen & LTW Verhoeven. (2019) Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies. European Educational Research Journal 18:6, pages 675-698.
Crossref
Anna Hurajova. (2019) Contribution of CLIL Methodology to the Development of Bilingualism and Bilingual Language Competence of Slovak Secondary-School Students. European Journal of Educational Research 8:4, pages 905-919.
Crossref
Patricia D. Morrell, Sally Hood & Erik Mellgren. (2019) A first-year middle school science teacher's experiences navigating science content in a Dual Language Immersion Program. Heliyon 5:10, pages e02575.
Crossref
Marianne Turner. (2019) The positioning of Japanese in a secondary CLIL science classroom in Australia. Journal of Immersion and Content-Based Language Education 7:2, pages 192-211.
Crossref
Jiangshan An, Ernesto Macaro & 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, pages 166-191.
Crossref
Xabier San Isidro & David Lasagabaster. (2018) The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study. Language Teaching Research 23:5, pages 584-602.
Crossref
Holger Hopp, Anja Steinlen, Christina Schelletter & Thorsten Piske. (2019) Syntactic development in early foreign language learning: Effects of L1 transfer, input, and individual factors. Applied Psycholinguistics 40:05, pages 1241-1267.
Crossref
Laura Pons Seguí. (2019) Qualitative meta-analysis on the training needs reported by in-service CLIL teachers. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 32:1, pages 277-303.
Crossref
Christine Hélot & Ofelia García. 2019. The Cambridge Handbook of Language Learning. The Cambridge Handbook of Language Learning 649 672 .
Hossein Nassaji & Eva Kartchava. 2019. The Cambridge Handbook of Language Learning. The Cambridge Handbook of Language Learning 597 620 .
Edward Y. W. Chu. (2019) What is effective second language exposure and how does it relate to content-based instruction and language across the curriculum?. Journal of Second Language Studies 2:1, pages 93-118.
Crossref
Macarena Navarro-Pablo, Yiyi López-Gándara & Eduardo García-Jiménez. (2019) The use of digital resources and materials In and outside the bilingual classroom. Comunicar 27:59, pages 83-93.
Crossref
Christiane Dalton-Puffer & Silvia Bauer-Marschallinger. (2019) Cognitive Discourse Functions meet historical competences. Journal of Immersion and Content-Based Language Education 7:1, pages 30-60.
Crossref
Teng Lin & Yuanyue He. (2019) Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses. Sustainability 11:1, pages 263.
Crossref
Shafaat Hussain. (2019) It’s Never too Late to Mend: Potentials of CLIL Pedagogical Approach to Internationalize Ethiopian Journalism Education. Creative Education 10:10, pages 2246-2269.
Crossref
Michael James Davies. 2019. Handbook of Research on Curriculum Reform Initiatives in English Education. Handbook of Research on Curriculum Reform Initiatives in English Education 23 35 .
T. A. Baranova, A. M. Kobicheva & E. Y. Tokareva. (2019) Does CLIL work for Russian higher school students?. Does CLIL work for Russian higher school students?.
Tsui-Ying Lin, Wei-Hua Shih & Min-Shan Lee. 2019. English Literacy Instruction for Chinese Speakers. English Literacy Instruction for Chinese Speakers 75 93 .
David Lasagabaster. 2019. The Palgrave Handbook of Motivation for Language Learning. The Palgrave Handbook of Motivation for Language Learning 347 366 .
Daniel Madrid Fernández, José Luis Ortega-Martín & Stephen Pearse Hughes. 2019. Content and Language Integrated Learning in Spanish and Japanese Contexts. Content and Language Integrated Learning in Spanish and Japanese Contexts 11 35 .
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 .
Marianne TurnerMarianne Turner. 2019. Multilingualism as a Resource and a Goal. Multilingualism as a Resource and a Goal 1 16 .
Kayoko Hashimoto & Gregory Paul Glasgow. 2019. Multilingual Education Yearbook 2019. Multilingual Education Yearbook 2019 103 119 .
Makoto Ikeda. 2019. Innovation in Language Teaching and Learning. Innovation in Language Teaching and Learning 23 45 .
Jenny Denman, Erik van Schooten & Rick de Graaff. (2018) Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream education*. Dutch Journal of Applied Linguistics 7:2, pages 203-226.
Crossref
Evelyn van Kampen, Tessa Mearns, Jacobiene Meirink, Wilfried Admiraal & Amanda Berry. (2018) How do we measure up?. Dutch Journal of Applied Linguistics 7:2, pages 129-155.
Crossref
Dominik Rumlich. (2018) Current research on CLIL and bilingual education in the Netherlands. Dutch Journal of Applied Linguistics 7:2, pages 264-273.
Crossref
Tessa Mearns & Rick de Graaff. (2018) Bilingual education and CLIL in the Netherlands. Dutch Journal of Applied Linguistics 7:2, pages 122-128.
Crossref
Manuel Roblizo Colmenero & Ramón Cózar Gutiérrez. (2018) Entorno Virtual de Aprendizaje (EVA) como herramienta didáctica para la docencia de Sociología de la Educación con metodología CLIL. REDU. Revista de Docencia Universitaria 16:2, pages 265.
Crossref
Ana María Relaño Pastor. (2018) Understanding bilingualism in La Mancha schools. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31:2, pages 578-604.
Crossref
Aisling Ní Dhiorbháin & Máire Ní Bhaoill. (2018) Taithí múinteoirí faoi oiliúint ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha. COMHARTaighde:4.
Crossref
María Luisa Pérez Cañado. (2018) CLIL and pedagogical innovation: Fact or fiction?. International Journal of Applied Linguistics 28:3, pages 369-390.
Crossref
María Luisa Pérez Cañado. (2018) The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction 57, pages 18-33.
Crossref
Juanita Argudo, Mónica Abad, Tammy Fajardo-Dack & Patricio Cabrera. (2018) Analyzing a Pre-Service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca-Ecuador. Latin American Journal of Content & Language Integrated Learning 11:1, pages 65-86.
Crossref
Javier Fernández Sanjurjo, José Miguel Arias Blanco & Alberto Fernández-Costales. (2018) Assessing the influence of socio-economic status on students' performance in Content and Language Integrated Learning. System 73, pages 16-26.
Crossref
Michael H. Long, Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee & Payman Vafaee. (2018) A micro process-product study of a CLIL lesson l. Instructed Second Language Acquisition 2:1, pages 3-38.
Crossref
Jon Ander Merino & David Lasagabaster. (2017) The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28:1, pages 18-30.
Crossref
Anja K. Steinlen. (2018) The development of German and English writing skills in a bilingual primary school in Germany. Journal of Second Language Writing 39, pages 42-52.
Crossref
Huub Oattes, Ron Oostdam, Rick de Graaff & Arie Wilschut. (2018) The challenge of balancing content and language: Perceptions of Dutch bilingual education history teachers. Teaching and Teacher Education 70, pages 165-174.
Crossref
Dominik Rumlich. (2018) Englischnoten und globale englische Sprachkompetenz in bilingualen ZweigenEnglish grades and general English proficiency in bilingual streams. Zeitschrift für Erziehungswissenschaft 21:1, pages 29-48.
Crossref
Rachel Basse. (2018) Assessment for learning in the CLIL classroom. Journal of Immersion and Content-Based Language Education 6:1, pages 113-137.
Crossref
Tessa Mearns & Rick de Graaff. (2018) Bucking the trend?. Journal of Immersion and Content-Based Language Education 6:1, pages 1-26.
Crossref
Elena Marinova, Nadezda Rabkina, Marina Ryabova & Olga Valko. (2018) Lingua-Didactic Aspects of Teaching Mining Vocabulary to Mining Engineers. E3S Web of Conferences 41, pages 04040.
Crossref
Loshini Naidoo, Jane Wilkinson, Misty Adoniou & Kip Langat. 2018. Transitions to Post-School Life. Transitions to Post-School Life 81 103 .
María Luisa Pérez Cañado. 2018. Current Research in Bilingualism and Bilingual Education. Current Research in Bilingualism and Bilingual Education 207 241 .
Isabel Alonso-Belmonte & María Fernández-Agüero. 2018. Key Issues in English for Specific Purposes in Higher Education. Key Issues in English for Specific Purposes in Higher Education 305 321 .
Erwin Maria Gierlinger. (2017) Teaching CLIL?. Journal of Immersion and Content-Based Language Education 5:2, pages 187-213.
Crossref
Kathleen Graves & Sue Garton. (2017) An analysis of three curriculum approaches to teaching English in public-sector schools. Language Teaching 50:4, pages 441-482.
Crossref
Thomas Somers. (2017) Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education 63:4, pages 495-520.
Crossref

Displaying 200 of 223 citing articles. Use the download link below to view the full list of citing articles.

Download full citations list

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.