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International Journal of Bilingual Education and Bilingualism Volume 25, 2022 - Issue 2
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To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain

Juan de Dios Martínez AgudoDepartment of Didactics of Social Sciences, Languages and Literatures, University of Extremadura, Badajoz, SpainCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0865-5808View further author information
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Pages 598-611 | Received 20 Oct 2019, Accepted 06 Dec 2019, Published online: 19 Jan 2020

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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.
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Juan de Dios Martínez Agudo. (2021) To what extent do affective variables correlate with content learning achievement in CLIL programmes?. Language and Education 35:3, pages 226-240.
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Articles from other publishers (2)

Stéphanie Roussel, André Tricot & John Sweller. (2021) The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach. British Journal of Educational Psychology 92:2, pages 627-644.
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Juan de Dios Martínez Agudo. 2021. Content and Language Integrated Learning in Monolingual Settings. Content and Language Integrated Learning in Monolingual Settings 167 184 .

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