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International Journal of Bilingual Education and Bilingualism Volume 18, 2015 - Issue 3: Designing Multilingual and Multimodal CLIL Frameworks for EFL Students
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Introduction

Special issue: Designing multilingual and multimodal CLIL frameworks for EFL students

Yuen Yi LoFaculty of Education, University of Hong Kong, Hong Kong, ChinaCorrespondence[email protected]
&
Angel M.Y. LinFaculty of Education, University of Hong Kong, Hong Kong, China
Pages 261-269 | Received 31 Oct 2014, Accepted 12 Nov 2014, Published online: 19 Mar 2015

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Peichang (Emily) He & Angel M. Y. Lin. (2023) Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems. Language Awareness 0:0, pages 1-23.
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Yuen Yi Lo, Angel M. Y. Lin & Yiqi Liu. (2023) Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism 26:3, pages 289-310.
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Laura Karabassova. (2022) Is top-down CLIL justified? A grounded theory exploration of secondary school Science teachers’ experiences. International Journal of Bilingual Education and Bilingualism 25:4, pages 1530-1545.
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Melanie Williams. (2022) Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong. International Journal of Bilingual Education and Bilingualism 25:4, pages 1304-1323.
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Dmitri Leontjev & Mark Antony deBoer. (2022) Multimodal mediational means in assessment of processes: an argument for a hard-CLIL approach. International Journal of Bilingual Education and Bilingualism 25:4, pages 1275-1291.
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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.
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Jingjing Hu & Xuesong (Andy) Gao. (2021) Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 30:1, pages 42-61.
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Tarja Nikula & Pat Moore. (2019) Exploring translanguaging in CLIL. International Journal of Bilingual Education and Bilingualism 22:2, pages 237-249.
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Yuen Yi Lo & Angel M. Y. Lin. (2019) Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism 22:1, pages 78-90.
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David C. S. Li. (2018) Two decades of decolonization and renationalization: the evolutionary dynamics of Hong Kong English and an update of its functions and status. Asian Englishes 20:1, pages 2-14.
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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.
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Jasone Cenoz. (2015) Discussion: some reflections on content-based education in Hong Kong as part of the paradigm shift. International Journal of Bilingual Education and Bilingualism 18:3, pages 345-351.
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Articles from other publishers (24)

Mairin Hennebry‐Leung, Wen‐Ta TsengXuesong (Andy) Gao. (2023) Language learning motivation, learner agency, and the medium of instruction. Psychology in the Schools 60:9, pages 3575-3591.
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David C. S. Li. (2022) Trilingual and biliterate language education policy in Hong Kong: past, present and future. Asian-Pacific Journal of Second and Foreign Language Education 7:1.
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Vivien Lin, Hui-Chin Yeh, Huai-Hsuan Huang & Nian-Shing Chen. (2022) Enhancing EFL vocabulary learning with multimodal cues supported by an educational robot and an IoT-Based 3D book. System 104, pages 102691.
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Jiana Liu. (2022) A Study of Intercultural Competence under CLIL with the Assistance of E-learning—A Case Study of English Education of Chinese Culture. A Study of Intercultural Competence under CLIL with the Assistance of E-learning—A Case Study of English Education of Chinese Culture.
Jiajia Eve Liu & Angel M. Y. Lin. (2021) (Re)conceptualizing “Language” in CLIL. AILA Review 34:2, pages 240-261.
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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 .
Yuen Yi Lo & Angel M.Y. Lin. 2021. Teaching, Learning and Scaffolding in CLIL Science Classrooms. Teaching, Learning and Scaffolding in CLIL Science Classrooms 1 15 .
Lianjiang Jiang, Miaoyan Yang & Shulin Yu. (2020) Chinese Ethnic Minority Students’ Investment in English Learning Empowered by Digital Multimodal Composing. TESOL Quarterly 54:4, pages 954-979.
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Kenan Dikilitaş & Simon E. Mumford. (2020) Preschool English teachers gaining bilingual competencies in a monolingual context. System 91, pages 102264.
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Francisco Gallardo‐del‐Puerto, María Basterrechea & María Martínez‐Adrián. (2019) Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics 30:1, pages 3-18.
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Almudena Fernández-Fontecha, Kay L. O’Halloran, Peter Wignell & Sabine Tan. (2020) Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach. Linguistics and Education 55, pages 100788.
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Melanie Williams, Kok-Sing Tang & Mihye Won. (2019) ELL’s science meaning making in multimodal inquiry: a case-study in a Hong Kong bilingual school. Asia-Pacific Science Education 5:1.
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Yuen Yi Lo & Angel M. Y. Lin. (2019) Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education 7:2, pages 151-165.
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Jingjing Hu & Gao Xuesong (Andy). 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 7 .
Glenn Toh. (2017) Provocative encounters reflecting struggles with change: Power and coercion in a Japanese university situation. Policy Futures in Education 15:4, pages 512-525.
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Diane Haager & Terese C. Aceves. 2017. The Wiley Handbook of Diversity in Special Education. The Wiley Handbook of Diversity in Special Education 183 205 .
David C.S. LiDavid C. S. Li. 2017. Multilingual Hong Kong: Languages, Literacies and Identities. Multilingual Hong Kong: Languages, Literacies and Identities 271 296 .
David C.S. LiDavid C. S. Li. 2017. Multilingual Hong Kong: Languages, Literacies and Identities. Multilingual Hong Kong: Languages, Literacies and Identities 179 202 .
David C.S. LiDavid C. S. Li. 2017. Multilingual Hong Kong: Languages, Literacies and Identities. Multilingual Hong Kong: Languages, Literacies and Identities 145 178 .
Yolanda Ruiz de Zarobe. 2017. Language Awareness and Multilingualism. Language Awareness and Multilingualism 1 11 .
Yolanda Ruiz de Zarobe. 2017. Language Awareness and Multilingualism. Language Awareness and Multilingualism 149 159 .
Glenn TohGlenn Toh. 2016. English as Medium of Instruction in Japanese Higher Education. English as Medium of Instruction in Japanese Higher Education 99 126 .
Christoph A. Hafner, David C.S. Li & Lindsay Miller. (2015) Language Choice Among Peers in Project-Based Learning: A Hong Kong Case Study of English Language Learners’ Plurilingual Practices in Out-of-Class Computer-Mediated Communication. The Canadian Modern Language Review 71:4, pages 441-470.
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Yolanda Ruiz de Zarobe. 2016. Language Awareness and Multilingualism. Language Awareness and Multilingualism 1 11 .

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