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International Journal of Bilingual Education and Bilingualism Volume 21, 2018 - Issue 3: Instructional Practices and Teacher Development in CLIL and Immersion School Settings
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Original Articles

Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?

Yolanda Ruiz de ZarobeDepartamento de Filología Inglesa y Alemana, Facultad de Letras, Universidad del País Vasco/Euskal Herriko Unibertsitatea, Vitoria-Gasteiz, SpainCorrespondence[email protected]
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Victoria ZenotzDepartamento de Filología y Didáctica de la Lengua, Facultad de Ciencias Humanas y Sociales, Universidad Publica de Navarra/Nafarroako Unibertsitate Publikoa, Pamplona-Iruña, SpainCorrespondence[email protected]
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Pages 319-331 | Received 29 Jul 2017, Accepted 31 Jul 2017, Published online: 09 Nov 2017

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Zahra Kamrani, Zia Tajeddin & Minoo Alemi. (2023) Scaffolding principles of content-based science instruction in an international elementary school. Pedagogies: An International Journal 0:0, pages 1-25.
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Divya John & Sandhiya Devi G.. (2023) Reassessing Reading Strategies in the Engineering Classroom. Reading Psychology 44:3, pages 326-340.
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Ke Zhao, Jiming Zhou & Bin Zou. (2022) Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme: effectiveness and productive patterns. International Journal of Bilingual Education and Bilingualism 25:6, pages 2172-2185.
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Ruth Fielding & Lesley Harbon. (2022) Dispelling the monolingual myth: exploring literacy outcomes in Australian bilingual programmes. International Journal of Bilingual Education and Bilingualism 25:3, pages 997-1020.
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Karina Rose Mahan. (2022) The comprehending teacher: scaffolding in content and language integrated learning (CLIL). The Language Learning Journal 50:1, pages 74-88.
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Elisa Pérez-Gracia, Rocío Serrano-Rodríguez & Antonio J. Carpio. (2020) Bilingualism and interculture: what are teachers doing? (Bilingüismo e intercultura: ¿qué están haciendo los docentes?). Culture and Education 32:4, pages 621-648.
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