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International Journal of Bilingual Education and Bilingualism Volume 16, 2013 - Issue 3: Content and Language Integrated Learning: Language Policy and Pedagogical Practice
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Articles

Discussion: towards an educational perspective in CLIL language policy and pedagogical practice

Jasone Cenoz Department of Research Methods in Education, University of the Basque Country, UPV/EHU, Gipuzkoa, Spain
Pages 389-394 | Received 18 Jan 2013, Accepted 18 Jan 2013, Published online: 22 May 2013

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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.
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Alan Dobson. (2020) Context is everything: reflections on CLIL in the UK. The Language Learning Journal 48:5, pages 508-518.
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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.
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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.
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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.
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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.
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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.
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Wendy Díaz Pérez, Donna Lee Fields & David Marsh. (2018) Innovations and Challenges: Conceptualizing CLIL Practice. Theory Into Practice 57:3, pages 177-184.
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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.
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David Lasagabaster & Aintzane Doiz. (2016) CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness 25:1-2, pages 110-126.
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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.
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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.
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Jasone Cenoz & Yolanda Ruiz de Zarobe. (2015) Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum 28:1, pages 1-7.
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Articles from other publishers (26)

María Paz Azparren-Legarre & María Camino Bueno-Alastuey. (2023) Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course. Latin American Journal of Content & Language Integrated Learning 15:2, pages 1-31.
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María Isabel Amor, Antonio-Jesús Tinedo-Rodríguez & Mercedes Osuna-Rodríguez. (2023) The Interaction between Language Skills and Cross-Cultural Competences in Bilingual Programs. Languages 8:3, pages 181.
Crossref
Olivia Mair. 2022. Handbook of Early Language Education. Handbook of Early Language Education 475 508 .
Darío Luis Banegas & Chantal Hemmi. 2021. International Perspectives on CLIL. International Perspectives on CLIL 281 295 .
Chantal Hemmi & Darío Luis Banegas. 2021. International Perspectives on CLIL. International Perspectives on CLIL 1 20 .
Juan de Dios Martínez Agudo. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 167 184 .
Olivia Mair. 2020. Handbook of Early Language Education. Handbook of Early Language Education 1 35 .
Rick de Graaff & Oana Costache. 2020. Child Bilingualism and Second Language Learning. Child Bilingualism and Second Language Learning 137 165 .
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.
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Darío Luis Banegas, Kathleen Corrales & Paige Poole. (2020) Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia. System 91, pages 102265.
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Mirjam Günther-van der Meij & Joana Duarte. 2020. Envisioning TESOL through a Translanguaging Lens. Envisioning TESOL through a Translanguaging Lens 231 252 .
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.
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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.
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Darío Luis Banegas. (2018) Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina. English for Specific Purposes 50, pages 1-13.
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Rosa M. Jiménez Catalán & M. Pilar Agustín Llach. (2017) CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners. System 66, pages 87-99.
Crossref
Jasone Cenoz. 2017. Applied Linguistics Perspectives on CLIL. Applied Linguistics Perspectives on CLIL 239 249 .
Anne-Marie de Mejía. 2017. Research Methods in Language and Education. Research Methods in Language and Education 325 338 .
Gemma Delicado Puerto & Víctor Pavón Vázquez. (2016) Training primary student teachers for CLIL: innovation through collaboration. Pulso. Revista de educación:39, pages 35-57.
Crossref
María-Pilar Safont Jordà & Laura Portolés Falomir. (2016) Pragmatic functions of formulaic speech in three different languages. Journal of Immersion and Content-Based Language Education 4:2, pages 225-250.
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Ángeles Broca. (2016) CLIL and non-CLIL: differences from the outset. ELT Journal 70:3, pages 320-331.
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Nathan J. DevosNathan J. Devos. 2016. Peer Interactions in New Content and Language Integrated Settings. Peer Interactions in New Content and Language Integrated Settings 11 36 .
Nathan J. DevosNathan J. Devos. 2016. Peer Interactions in New Content and Language Integrated Settings. Peer Interactions in New Content and Language Integrated Settings 215 230 .
Anne-Marie de Mejía. 2016. Research Methods in Language and Education. Research Methods in Language and Education 1 14 .
Anthony Bruton. (2015) CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System 53, pages 119-128.
Crossref
Yolanda Ruiz de Zarobe. 2015. Content-based Language Learning in Multilingual Educational Environments. Content-based Language Learning in Multilingual Educational Environments 51 68 .
Jasone Cenoz & Durk Gorter. (2013) Towards a Plurilingual Approach in English Language Teaching: Softening the Boundaries Between Languages. TESOL Quarterly 47:3, pages 591-599.
Crossref

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