Citations (48)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (19)
Tarja Nikula, Kristiina Skinnari & Karita Mård-Miettinen. (2023) Diversity in CLIL as experienced by Finnish CLIL teachers and students: matters of equality and equity. International Journal of Bilingual Education and Bilingualism 26:9, pages 1066-1079.
Read now
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
Read now
Elvira Barrios & Irene Acosta-Manzano. (2022) Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual and Multicultural Development 43:7, pages 665-678.
Read now
Read now
Martina-S. Ramírez-Orduña, Susana Sánchez-Herrera, Javier Cubero-Juánez & Ana-Belén Borrachero-Cortés. (2022) Bilingual teaching and homework: analysis of families’ emotional variables (Enseñanza bilingüe y deberes escolares: análisis de las variables emocionales familiares). Culture and Education 34:3, pages 574-596.
Read now
Read now
Eva Codó. (2022) The dilemmas of experimental CLIL in Catalonia. Journal of Multilingual and Multicultural Development 43:4, pages 341-357.
Read now
Read now
Judit Serra & Sara Feijoo. (2022) Teacher translanguaging in CLIL primary education: do teachers’ perceptions match their real practices? (Translingüismo y aprendizaje integrado de contenidos y lengua extranjera (AICLE) en la educación primaria: percepciones y prácticas reales del profesorado). Journal for the Study of Education and Development 45:2, pages 280-310.
Read now
Read now
Laura Karabassova. (2022) Teachers’ conceptualization of content and language integrated learning (CLIL): evidence from a trilingual context. International Journal of Bilingual Education and Bilingualism 25:3, pages 787-799.
Read now
Read now
Elvira Barrios. (2022) The effect of parental education level on perceptions about CLIL: a study in Andalusia. International Journal of Bilingual Education and Bilingualism 25:1, pages 183-195.
Read now
Read now
Xabier San Isidro & David Lasagabaster. (2022) Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study. The Language Learning Journal 50:1, pages 119-134.
Read now
Read now
Thomas Somers & Ana Llinares. (2021) Students’ motivation for content and language integrated learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism 24:6, pages 839-854.
Read now
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
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
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
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
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
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
Read now
Xabier San Isidro. (2018) Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice 57:3, pages 185-195.
Read now
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
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
Read now
Articles from other publishers (29)
Raquel Fernández-Fernández & Ana Halbach. (2023) Giving ELT a Content of Its Own: How Focusing on Literacy Development Impacts Primary CLIL Students’ Reading Performance賦予英語教學專屬的內容：重視讀寫發展如何影響小學CLIL學生的閱讀表現. English Teaching & Learning.
Crossref
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
Crossref
Enrique Cerezo Herrero & María Rosario García-Bellido. (2023) Plurilingual education. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 36:1, pages 120-153.
Crossref
Crossref
Katja Mäntylä, Anssi Roiha & Hannele Dufva. (2023) Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives. Journal of Immersion and Content-Based Language Education 11:1, pages 29-54.
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
Jonas Bakken & Lisbeth M. Brevik. (2022)
Challenging the Notion of
CLIL
Elitism: A Study of Secondary School Students' Motivation for Choosing
CLIL
in Norway
. TESOL Quarterly.
Crossref
Crossref
Hongyu Guo, Wurong Gao & Yumin Shen. (2022) L2 Enjoyment of English as a Foreign Language Students: Does Teacher Verbal and Non-verbal Immediacy Matter?. Frontiers in Psychology 13.
Crossref
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
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
Xiaoyan Wang. (2021) Cognitive and Affective Learning in English as a Foreign Language/English as a Second Language Instructional-Learning Contexts: Does Teacher Immediacy Matter?. Frontiers in Psychology 12.
Crossref
Crossref
Xabier San Isidro. (2021) CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views. Language Teaching Research, pages 136216882110324.
Crossref
Crossref
Isabel Alonso-Belmonte & María Fernández-Agüero. (2021) Teachers’ narratives of resistance to Madrid's bilingual programme: An exploratory study in secondary education. Linguistics and Education 63, pages 100925.
Crossref
Crossref
Cristina A. Huertas-Abril & Aigerim Shashken. (2021) Exploring the Potential of CLIL in Kazakhstan: A Qualitative Study. Revista Complutense de Educación 32:2, pages 261-271.
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
.
Elvira Barrios. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings
103
117
.
Enrique Cerezo Herrero, María Candelaria Romeu Peiró & Almudena Grao Rodríguez. (2020) Key competences and plurilingual education in the Valencian Region (Spain): A curricular analysis of Primary Education. Pulso. Revista de educación:43, pages 35-53.
Crossref
Crossref
Yuen Yi LoYuen Yi Lo. 2020. Professional Development of CLIL Teachers. Professional Development of CLIL Teachers
3
13
.
Elisabet Pladevall-Ballester. (2018) A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research 23:6, pages 765-786.
Crossref
Crossref
Mengxia Kong & Rining Wei. (2019) EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables. Linguistics and Education 52, pages 44-51.
Crossref
Crossref
David Lasagabaster. 2019. The Palgrave Handbook of Motivation for Language Learning. The Palgrave Handbook of Motivation for Language Learning
347
366
.
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
Crossref
Eva Codó & Adriana Patiño-Santos. (2017) CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy 17:4, pages 479-499.
Crossref
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
Crossref
Anna Czura & Ada Anklewicz. (2018) Pupils’ and teachers’ perceptions of CLIL in primary school: A case study. Linguodidactica 22, pages 47-63.
Crossref
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
Crossref
David Lasagabaster. (2017) Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1, pages 4-29.
Crossref
Crossref
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
Crossref
Elisabet Pladevall-Ballester. (2016) CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics 26:1, pages 52-74.
Crossref
Crossref