Citations (93)
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Jack Pun & Xuesong Gao. (2023) Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes. Language Awareness 0:0, pages 1-20.
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Kristin A. Sendur, Jannet van Drie, Carla van Boxtel & Kees-Jan Kan. (2022) Historical reasoning in an undergraduate CLIL course: students’ progression and the role of language proficiency. International Journal of Bilingual Education and Bilingualism 25:6, pages 2058-2074.
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Xinlan Chen, Cheng Zeng & Christiane Dalton-Puffer. (2022) Learner repair during task-based peer interactions in an EMI classroom: a case study of a marketing class in a Chinese higher education setting. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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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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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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Kristin A. Sendur, Jannet van Drie & Carla van Boxtel. (2021) Historical contextualization in students’ writing. Journal of the Learning Sciences 30:4-5, pages 797-836.
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Karina Rose Mahan, Lisbeth M. Brevik & Marianne Ødegaard. (2021) Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism 24:3, pages 401-418.
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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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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.
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Víctor Pavón Vázquez, Nina Lancaster & Carmen Bretones Callejas. (2020) Keys issues in developing teachers’ competences for CLIL in Andalusia: training, mobility and coordination. The Language Learning Journal 48:1, pages 81-98.
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Yuen Yi Lo. (2019) Development of the beliefs and language awareness of content subject teachers in CLIL: does professional development help?. International Journal of Bilingual Education and Bilingualism 22:7, pages 818-832.
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Javier Fernández-Sanjurjo, Alberto Fernández-Costales & José Miguel Arias Blanco. (2019) Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain. International Journal of Bilingual Education and Bilingualism 22:6, pages 661-674.
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María Basterrechea & Michael J. Leeser. (2019) Language-related episodes and learner proficiency during collaborative dialogue in CLIL. Language Awareness 28:2, pages 97-113.
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Miao Li. (2018) The effectiveness of a bilingual education program at a Chinese university: a case study of social science majors. International Journal of Bilingual Education and Bilingualism 21:8, pages 897-912.
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Liz Dale, Ron Oostdam & Marjolijn Verspoor. (2018) Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21:3, pages 366-383.
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Evelyn van Kampen, Wilfried Admiraal & Amanda Berry. (2018) Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism 21:2, pages 222-236.
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Josep Coral, Teresa Lleixà & Carles Ventura. (2018) Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex post facto study analysing the results of state key competences testing. International Journal of Bilingual Education and Bilingualism 21:2, pages 139-150.
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Dieuwerke Rutgers & Michael Evans. (2017) Bilingual education and L3 learning: metalinguistic advantage or not?. International Journal of Bilingual Education and Bilingualism 20:7, pages 788-806.
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Fiona Gallagher & Gerry Colohan. (2017) T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom. The Language Learning Journal 45:4, pages 485-498.
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María Luisa Pérez Cañado. (2016) Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism 19:3, pages 266-295.
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David Lasagabaster & Aintzane Doiz. (2016) CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness 25:1-2, pages 110-126.
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María Luisa Pérez Cañado. (2016) Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education 39:2, pages 202-221.
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Josep Coral & Teresa Lleixà. (2016) Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language. International Journal of Bilingual Education and Bilingualism 19:1, pages 108-126.
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Yuen Yi Lo & Ernesto Macaro. (2015) Getting used to content and language integrated learning: what can classroom interaction reveal?. The Language Learning Journal 43:3, pages 239-255.
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Víctor Pavón Vázquez, Javier Ávila López, Arturo Gallego Segador & Roberto Espejo Mohedano. (2015) Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers. International Journal of Bilingual Education and Bilingualism 18:4, pages 409-425.
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Erwin Gierlinger. (2015) ‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL. Language and Education 29:4, pages 347-368.
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Elisabet Pladevall-Ballester. (2015) Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations. International Journal of Bilingual Education and Bilingualism 18:1, pages 45-59.
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Da-Fu Huang & Michael Singh. (2014) Critical perspectives on testing teaching: reframing teacher education for English medium instruction. Asia-Pacific Journal of Teacher Education 42:4, pages 363-378.
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Gerrit Jan Koopman, Jason Skeet & Rick de Graaff. (2014) Exploring content teachers' knowledge of language pedagogy: a report on a small-scale research project in a Dutch CLIL context. The Language Learning Journal 42:2, pages 123-136.
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Anssi Sakari Roiha. (2014) Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges. Language and Education 28:1, pages 1-18.
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Kerstin Sylvén. (2013) CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe. International Journal of Bilingual Education and Bilingualism 16:3, pages 301-320.
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Jenny Denman, Rosie Tanner & Rick de Graaff. (2013) CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism 16:3, pages 285-300.
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María
Luisa Pérez-Cañado. (2012) CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism 15:3, pages 315-341.
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Josephine Marie Moate. (2011) The impact of foreign language mediated teaching on teachers’ sense of professional integrity in the CLIL classroom. European Journal of Teacher Education 34:3, pages 333-346.
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Elizabeth Walker. (2010) A systemic functional contribution to planning academic genre teaching in a bilingual education context. Language Awareness 19:2, pages 73-87.
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Celina Salvador-Garcia, Oscar Chiva-Bartoll & David Hortigüela-Alcalá. (2023) Finding the place of content and language integrated learning in physical education within the models-based practice framework. European Physical Education Review, pages 1356336X2311724.
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Lihua Xia, Thomas H. Bak, Mariana Vega-Mendoza & Antonella Sorace. (2022) A longitudinal investigation of the effects of language instruction versus immersion on cognitive functions in young adult Chinese speakers learning English. Studies in Second Language Acquisition 45:1, pages 189-211.
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Yu Zi. (2022) An Evaluation of the Approaches to Text Modification Used by Lower Secondary CLIL Teachers in Finland. Latin American Journal of Content & Language Integrated Learning 14:2, pages 235-262.
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