Citations (36)
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María Luisa Pérez Cañado. (2023) Inclusion and diversity in bilingual education: a European comparative study. International Journal of Bilingual Education and Bilingualism 26:9, pages 1129-1145.
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María Luisa Pérez Cañado. (2023) Guest editorial. International Journal of Bilingual Education and Bilingualism 26:9, pages 1015-1021.
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Martina-S. Ramírez-Orduña, Susana Sánchez-Herrera, Javier Cubero-Juánez & Ana-Belén Borrachero-Cortés. (2022) Bilingual teaching and homework: analysis of families’ emotional variables (Enseñanza bilingüe y deberes escolares: análisis de las variables emocionales familiares). Culture and Education 34:3, pages 574-596.
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Elvira Barrios. (2022) The effect of parental education level on perceptions about CLIL: a study in Andalusia. International Journal of Bilingual Education and Bilingualism 25:1, pages 183-195.
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Xabier San Isidro & David Lasagabaster. (2022) Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study. The Language Learning Journal 50:1, pages 119-134.
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Rining Wei, He Jiang & Mengxia Kong. (2021) Attitudes toward trilingualism: a survey study of Chinese Mongolian university students. Journal of Multilingual and Multicultural Development 42:3, pages 291-306.
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Kim Bower. (2020) School leaders’ perspectives on content and language integrated learning in England. Language, Culture and Curriculum 33:4, pages 351-367.
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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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Elvira Barrios & María Dolores Milla Lara. (2020) CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia. The Language Learning Journal 48:1, pages 60-80.
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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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Daniel Madrid & María Luisa Pérez Cañado. (2018) Innovations and Challenges in Attending to Diversity through CLIL. Theory Into Practice 57:3, pages 241-249.
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Xabier San Isidro. (2018) Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice 57:3, pages 185-195.
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Nina Karen Lancaster. (2018) Innovations and Challenges in CLIL Program Evaluation. Theory Into Practice 57:3, pages 250-257.
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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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Wenhsien Yang & Mark Gosling. (2014) What makes a Taiwan CLIL programme highly recommended or not recommended?. International Journal of Bilingual Education and Bilingualism 17:4, pages 394-409.
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Airi Kukk & Tiia Õun. (2014) Meeting the objectives of the curriculum at the first stage of basic school by the child having left the language immersion kindergarten. Education 3-13 42:4, pages 357-368.
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Airi Kukk, Tiia Õun & Aino Ugaste. (2014) Readiness for school of children having attended language immersion kindergarten in their teachers' and parents' opinions. International Journal of Early Years Education 22:2, pages 156-168.
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Zennure Elgün-Gündüz, Sumru Akcan & Yasemin Bayyurt. (2012) Isolated form-focused instruction and integrated form-focused instruction in primary school English classrooms in Turkey. Language, Culture and Curriculum 25:2, pages 157-171.
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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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Rining Wei. (2011) Parental support for Chinese–English bilingual education: a survey of parents of primary and secondary students in Shanghai. Journal of Multilingual and Multicultural Development 32:5, pages 481-496.
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Articles from other publishers (16)
Anne Neveu, Ishanti Gangopadhyay, Susan Ellis Weismer & Margarita Kaushanskaya. (2022) Immersion in dual-language programs does not impede children’s native language processing. International Journal of Bilingualism, pages 136700692211226.
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Olivia Mair. 2022. Handbook of Early Language Education. Handbook of Early Language Education
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Cao Yining. (2021) Exploring Content and Language Integrated Learning (CLIL) teaching materials in Chinese universities: teachers and students perceptions and reflections. International Journal of English and Literature 12:3, pages 23-32.
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Xabier San Isidro. (2021) CLIL as a pathway for cross-curricular and translingual classroom practices: A comparative quantitative study on Scottish and Spanish teachers’ views. Language Teaching Research, pages 136216882110324.
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Fred Genesee & Diane J. Tedick. (2021) Introduction. Journal of Immersion and Content-Based Language Education 9:2, pages 155-163.
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Laura Kirss, Ülle Säälik, Äli Leijen & Margus Pedaste. (2021) School Effectiveness in Multilingual Education: A Review of Success Factors. Education Sciences 11:5, pages 193.
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Laura Tommaso. (2020) Content Teachers’ Perspectives from a CLIL Methodology Training Course. EL.LE:3.
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Yuen Yi LoYuen Yi Lo. 2020. Professional Development of CLIL Teachers. Professional Development of CLIL Teachers
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Mengxia Kong & Rining Wei. (2019) EFL learners’ attitudes toward English-medium instruction in China: The influence of sociobiographical variables. Linguistics and Education 52, pages 44-51.
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María Luisa Pérez Cañado. (2018) CLIL and pedagogical innovation: Fact or fiction?. International Journal of Applied Linguistics 28:3, pages 369-390.
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Nelson Flores & Hugo Baetens Beardsmore. 2015. The Handbook of Bilingual and Multilingual Education. The Handbook of Bilingual and Multilingual Education
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Kathryn Lindholm-Leary & Fred Genesee. (2014) Student outcomes in one-way, two-way, and indigenous language immersion education. Journal of Immersion and Content-Based Language Education 2:2, pages 165-180.
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Caoimhín Ó Dónaill. (2013) Multimedia-Assisted Content and Language Integrated Learning. Multimedia-Assisted Language Learning 16:4, pages 11-38.
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Kara D. Brown. (2013) Language Policy and Education: Space and Place in Multilingual Post-Soviet States. Annual Review of Applied Linguistics 33, pages 238-257.
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Diane J. Tedick & Laurent Cammarata. (2012) Content and Language Integration in K-12 Contexts: Student Outcomes, Teacher Practices, and Stakeholder Perspectives. Foreign Language Annals 45:s1, pages s28-s53.
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