References
- Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41, 241–24710.1093/elt/41.4.241.
- Auerbach, E. R. (1993). Reexamining English only in the ESL classroom. TESOL Quarterly, 27, 9–32.10.2307/3586949
- Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Buffalo, NY: Multilingual Matters.
- Bakhtin, M. M. (1981). The dialogic imagination: Four essays. (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin: University of Texas Press.
- Bargiela-Chiappini, F., & Haugh, M. (Eds.). (2010). Face, communication, and social interaction. London: Equinox.
- Bell, K. (2011). How ESL and EFL classrooms differ. Retrieved October 20, 2014, from http://oupeltglobalblog.com/2011/07/12/how-esl-and-efl-classrooms-differ/
- Block, D. (2003). The social turn in second language acquisition. Edinburgh: Edinburgh University Press.
- Cammarata, L., & Tedick, D. J. (2012). Balancing content and language in instruction: The experience of immersion teachers. Modern Language Journal, 96, 251–269.10.1111/j.1540-4781.2012.01330.x
- Carr, J., & Pauwels, A. (2006). Boys and foreign language learning: Real boys don’t do languages. Basingstoke: Palgrave Macmillan.
- Cook, V. J. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57, 402–423.10.3138/cmlr.57.3.402
- Coyle, D. (2008). CLIL – a pedagogical approach from the European perspective. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.; pp. 97–111). New York, NY: Springer.
- Coyle, D. (2009). Language pedagogies revisited: Alternative approaches for integrating language learning, language using and intercultural understanding. In J. Miller, A. Kostogriz, & M. Gearon (Eds.), Culturally and linguistically diverse classrooms: New dilemmas for teachers (pp. 172–195). Bristol: Multilingual Matters.
- Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge: Cambridge University Press.
- Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94, 103–115.
- Cross, R. (2009). A sociocultural framework for language policy and planning. Language Problems and Language Planning, 33, 22–42.
- Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. Modern Language Journal, 94, 434–452.
- Cross, R. (2012). Creative in finding creativity in the curriculum: The CLIL second language classroom. The Australian Educational Researcher, 39, 431–445.
- Cross, R. (2013). Research and evaluation of the content and language integrated learning (CLIL) approach to teaching and learning languages in Victorian schools. Retrieved December 16, 2015, from http://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/languages/CLILtrialresearchrpt.pdf
- Cross, R. (2015). Defining content and language integrated learning for languages education in Australia. Babel, 49, 4–15.
- Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
- Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10, 221–240.
- Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In J. Cummins & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.; Vol. 5; pp. 35–75). New York, NY: Springer.
- Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.10.1075/lllt.20
- Dalton-Puffer, C. (2008). Outcomes and processes in content and language integrated learning (CLIL): Current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives for English language teaching (pp. 139–157). Heidelberg: Carl Winter.
- Dalton-Puffer, C., Nikula, T., & Smit, U. (Eds.). (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins.
- Edwards, V. (2009). Learning to be literate: Multilingual perspectives. Bristol: Multilingual Matters.
- Fang, Z., & Schleppegrell, M. J. (2010). Disciplinary literacies across content areas: Supporting secondary reading through functional language analysis. Journal of Adolescent & Adult Literacy, 53, 587–597.
- Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Oxford: Wiley-Blackwell.
- Gass, S. (2001). Innovations in second language research methods. Annual Review of Applied Linguistics, 21, 221–232.
- Gass, S. M., & Mackey, A. (2000). Stimulated recall methodology in second language research. Mahwah, NJ: Lawrence Erlbaum.
- Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 247–273.10.2307/3588504
- Gibson, J. J. (1977). The theory of affordances. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67–82). Hillsdale, NJ: Lawrence Erlbaum.
- Gibson, J. J. (1979). The ecological approach to visual perception. Boston, MA: Houghton Mifflin.
- Gregory, E. (2008). Learning to read in a new language: Making sense of words and worlds (2nd ed.). Los Angeles, CA: Sage.
- Gregory, E., Long, S., & Volk, D. (2004). Syncretic literacy studies: Starting points. London: Routledge-Falmer.
- Hanington, L. M., Pillai, A. D., & Kwah, P. F. (2013). Digital storytelling: Integrating language and content in the training of pre-service teachers. Asian EFL Journal, 15, 231–247.
- Hansen, A., & Vaukins, D. (2011). Primary mathematics across the curriculum. London: Learning Matters.
- Jakonen, T., & Morton, T. (2015). Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics, 36, 73–94.10.1093/applin/amt031
- Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. Ageyev, & S. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 15–38). Cambridge: Cambridge University Press.
- Kramsch, C. (2002). (Ed.). Language acquisition and language socialization: Ecological perspectives. London: Continuum.10.1017/CBO9780511840975
- Krashen, C. (2002). (Ed.). Language acquisition and language socialization: Ecological perspectives. London: Continuum.
- Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
- Langford, M. (2012). Global nomads, third culture kids and international schools. In J. Thompson & M. Hayden (Eds.), International education: Principles and practice (pp. 28–43). New York, NY: Routledge.
- Lantolf, J. P. (2000). Second language learning as a mediated process. Language Teaching, 33, 79–98.
- Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. London: Oxford University Press.
- Lasagabaster, D. (2013). The use of the l1 in CLIL classes: The teachers’ perspective. Latin American Journal of Content & Language Integrated Learning, 6(2), 1–21.
- Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1, 4–17.
- Leung, C. (2001). Evaluation of content-language learning in the mainstream classroom. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 177–198). London: Longman.
- Liang, X., & Mohan, B. (2003). Dilemmas of cooperative learning and academic proficiency in two languages. Journal of English for Academic Purposes, 2, 35–51.10.1016/S1475-1585(02)00032-2
- Llinares, A. (2015). Integration in CLIL: A proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28, 58–73.10.1080/07908318.2014.1000925
- Llinares, A., Morton, T., & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.
- Lo Bianco, J. (2010). The importance of language policies and multilingualism for cultural diversity. International Social Science Journal, 61, 37–67.10.1111/issj.2010.61.issue-199
- Marsh, D. (Ed.). (2002). CLIL/EMILE: The European dimension – action, trends and foresight potential. Brussels: European Union Public Services Contract.
- Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Oxford: Macmillan.
- Met, M. (1998). Curriculum decision-making in content-based language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35–63). Clevedon: Multilingual Matters.
- Mohan, B. (1979). Relating language teaching and content teaching. TESOL Quarterly, 13, 171–182. 10.2307/3586208
- Mohan, B. (1986). Language and content.. Reading, MA: Addison-Wesley.
- Mohan, B. (1990). LEP students and the integration of language and content: Knowledge structures and tasks. In C. Simich-Dudgeon (Ed.), Proceedings of the first research symposium on limited English proficient student issues (pp. 113–160, Vol. 15). Washington, DC: Office of Bilingual Education and Minority Languages Affairs.
- Mohan, B. (2002). Knowledge structures in social practices. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 303–315, Vol. 15). New York, NY: Springer.
- Mohan, B. (2013). Integration of language and content learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. London: Blackwell. Retrieved from http://dx.doi.org/10.1002/9781405198431.wbeal0547
- Mohan, B., Leung, C., & Davison, C. (Eds.). (2001). English as a second language in the mainstream: Teaching, learning and identity. London: Longman Pearson.
- Mohan, B., Leung, C., & Slater, T. (2010). Assessing language and content: A functional perspective. In A. Paran & L. Sercu (Eds.), Testing the untestable in language education. Bristol: Multilingual matters (pp. 217–240). Avon: Multilingual Matters.
- National Governors Association Center for Best Practices and Council of Chief State School Officers (NGA Centre and CCSSO). (2014). English language arts standards. Retrieved October 20, 2014, from http://www.corestandards.org/ELA-Literacy/
- Norton, B. (2001). Non-participation, imagined communities, and the language classroom. Learner contributions to language learning: New directions in research, 6, 159–171.
- Norton, B. (2013). Identity and language learning: Extending the conversation (2nd ed.). Bristol: Multilingual Matters.
- Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44, 412–446.10.1017/S0261444811000309
- Norton-Pierce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29, 9–31.
- Pavlenko, A., & Norton, B. (2007). Imagined communities, identity, and English language teaching. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (pp. 669–680). New York, NY: Springer.
- Riddlebarger, J. (2013). Doing CLIL in Abu Dhabi. Asian EFL Journal, 15, 413–421.
- Robertson, L. H. (2004). Multilingual flexibility and literacy learning in an Urdu community school. In E. Gregory, S. Long, & D. Volk (Eds.), Syncretic literacy studies: Starting points (pp. 170–180). London: Routledge-Falmer.
- Ruiz de Zarobe, Y., & Jiménez Catalán, R. (Eds.). (2009). Content and language integrated learning: Evidence from research in Europe. Bristol: Channel View.
- Sasajima, S., Ikeda, M., Hemmi, C., & Reilly, T. (2011). Current practices and future perspectives of content and language integrated learning (CLIL) in Japan. Paper presented at the JACET 50th Commemorative International Convention Proceedings, Tokyo, Japan.
- Street, B. V. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
- Street, B. V. (1995). Social literacies: Critical approaches to literacy in development, ethnography, and education. London: Longman.
- Street, B. V. (2001). Literacy and development: Ethnographic perspectives. London: Routledge.10.4324/9780203468418
- Street, B. V. (2003). What’s “new” in new literacy studies? Critical approaches to literacy in theory and practice. Current issues in comparative education, 5, 77–91.
- Toohey, K., & Norton, B. (2010). Language learner identities and sociocultural worlds. In R. A. Kaplan (Ed.), The Oxford handbook of applied linguistics (2nd ed.; pp. 178–188). Oxford: Oxford University Press.
- Van Lier, L. (1997). Observation from an ecological perspective. TESOL Quarterly, 31, 783–787.10.2307/3587762
- Van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245–259). Oxford: Oxford University Press.
- Van Lier, L. (2004a). The ecology and semiotics of language learning: A sociocultural perspective. Norwell, MA: Kluwer.10.1007/1-4020-7912-5
- Van Lier, L. (2004b). The semiotics and ecology of language learning: Perception, voice, identity and democracy. Utbildning & Demokrati, 13, 79–103.
- Victorian Curriculum & Assessment Authority (VCAA) (2006). Victorian essential learning standards. Melbourne: Author.
- Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.10.1037/11193-000
- Vygotsky, L. (1987). Thinking and speech (N. Minick, Trans.). In R. Rieber & A. Carton (Eds.), The collected works of L. S. Vygotsky (Vol. 1; pp. 39–285). New York, NY: Plenum Press.
- Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism, 9, 159–180.10.1080/13670050608668639