https://orcid.org/0000-0002-0511-4352
Citations (12)
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Read on this site (5)
Salah Ben Hammou & Abdelaziz Kesbi. (2023) Exploring multilingual education in Morocco: official documents and teachers’ perceptions. International Journal of Multilingualism 0:0, pages 1-22.
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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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Nerea Villabona & Jasone Cenoz. (2022) The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1, pages 36-50.
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Laura Karabassova. (2021) English-medium education reform in Kazakhstan: comparative study of educational change across two contexts in one country. Current Issues in Language Planning 22:5, pages 553-573.
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Chin-Wen Chien. Three Taiwanese elementary school English teachers’ pedagogical and collaborative practice of glocalization in CLIL lessons. Pedagogies: An International Journal 0:0, pages 1-19.
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Articles from other publishers (7)
Sotiria Varis. (2023) CLIL Implementation in Greece. Journal of Immersion and Content-Based Language Education 11:2, pages 173-203.
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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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Francisco Javier Sabogal Patiño. (2023) An English Language and Methodology Course for Training Content Area Teachers. Enletawa Journal 16:1, pages 1-24.
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Zhongkai Cao, Zaihong Zhang, Ya Liu & Liping Pu. (2022) Exploring English for medical purposes (EMP) teacher cognition in the Chinese context. Frontiers in Psychology 13.
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Keith M. Graham. (2022) Examining the English-Medium Instruction Teaching Anxiety of Preservice Secondary Education Teachers in Taiwan試論臺灣地區中等教育師培生對全英語課程教學的焦慮. English Teaching & Learning 46:3, pages 255-272.
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Akın Metlí & Dinçer Akıs. (2022) Challenges and Strategies on the Content and Language Integrated Learning Approach (CLIL): A Case Study from the Turkish Context. Latin American Journal of Content & Language Integrated Learning 15:1, pages 1-27.
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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.
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