Innovations and Challenges in CLIL Implementation in Europe

References

• Ackerl, C. (2007). Lexico-grammar in the essays of CLIL and non-CLIL students: Error analysis of written production. Vienna English Working Papers, 16, 6–11.
   Google Scholar
• Admiraal, W., Westhoff, G., & de Bot, K. (2006). Evaluation of bilingual secondary education in The Netherlands: Students’ language proficiency. English Educational Research and Evaluation, 12, 75–93. doi:10.1080/13803610500392160
   Google Scholar
• Barreiro, I., & San Isidro, X. (2009). Estudo: Perspectiva empírica sobre as aulas CLIL galegas. In X. San Isidro (Ed.), CLIL: Integrando linguas “a través” do currículo. Santiago de Compostela, ES: Consellería de Educación e Ordenación Universitaria. Xunta de Galicia.
   Google Scholar
• Bruton, A. (2013). CLIL: Some of the reasons why … and why not. System, 41, 587–597. doi:10.1016/j.system.2013.07.001
   Web of Science ®Google Scholar
• Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner, & U. Smit (2014). System, 53, 119–128. doi:10.1016/j.system.2015.07.005
   Web of Science ®Google Scholar
• Calvo, E., & San Isidro, X. (2012). The fusion effect of CLIL on language-building and content learning: Research study. In O. Meyer & D. Marsh (Eds.), Quality interfaces: Examining evidence & exploring solutions in CLIL. Eichstaett, DE: Eichstaett Academic Press.
   Google Scholar
• Canter, C., & Brumar, C. I. (2011). Transdisciplinary niches fostering lifelong learning. Procedia – Social and Behavioral Sciences, 28, 636–639. doi:10.1016/j.sbspro.2011.11.120
   Google Scholar
• Cenoz, J., Genesee, F., & Gorter, D. (2013). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 2013, 1–21.
   Google Scholar
• Coonan, C. M. (2007). Insider views of the CLIL class through teacher self-observation-introspection. International Journal of Bilingual Education and Bilingualism, 10, 625–646. doi:10.2167/beb463.0
   Google Scholar
• Coyle, D. (2007). Content Language Integrated Learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562. doi:10.2167/beb459.0
   Google Scholar
• Coyle, D. (2008). CLIL - A pedagogical approach from the European perspective. In N. Van Dusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education (pp. 97–111). Berlin, DE: Springer.
   Google Scholar
• Coyle, D. (2010). Foreword. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.). CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
   Google Scholar
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL—Content and Language Integrated Learning. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Cummins, J. (1984). Bilingual education and special education: Issues in assessment and pedagogy. San Diego, CA: College Hill.
   Google Scholar
• Czura, A., Papaja, K., & Urbaniak, M. (2009). Bilingual education and the emergence of CLIL in Poland. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, … G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 172–178). Jyväskylä, FI: University of Jyväskylä.
   Google Scholar
• Dalton-Puffer, C. (2007). 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. Heidelberg, DE: Carl Winter.
   Google Scholar
• Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. doi:10.1017/S0267190511000092
   Web of Science ®Google Scholar
• Dalton-Puffer, C., & Smit, U. (2007). Empirical perspectives on CLIL classroom discourse. Frankfurt, DE: Peter Lang.
   Google Scholar
• Dalton-Puffer, C., & Smit, U. (2013). Content and language integrated learning: A research agenda. Language Teaching, 46, 545–559. doi:10.1017/S0261444813000256
   Web of Science ®Google Scholar
• Del Río, C., & San Isidro, X. (2016). ¿Cristóbal Colón usaba GPS. Guía para el profesorado. Barcelona, ES: Difusión.
   Google Scholar
• Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of Individual and contextual variables. Language Learning Journal, 42, 209–224. doi:10.1080/09571736.2014.889508
   Google Scholar
• Dooly, M., & Eastment, D. (Eds.). (2008). “How we’re going about it”: Teachers’ voices on innovative approaches to teaching and learning languages. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
   Google Scholar
• Drake, S., & Burns, R. (2004). Meeting standards through integrated curriculum. Alexandria, VA: ASCD.
   Google Scholar
• Infante, D., Benvenuto, G., & Lastrucci, E. (2009). The effects of CLIL from the perspective of experienced teachers. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, … G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 156–163). Jyväskylä, FI: University of Jyväskylä.
   Google Scholar
• Jäppinen, A. K. (2006). CLIL and future learning. In S. BjöRklund, K. Mård-Miettinen, M. BergströM, & M. SöDergåRd (Eds.), Exploring dual-focussed education. Integrating language and content for individual and societal needs. Vaasa, FI: Centre for Immersion and Multilingualism, University of Vaasa.
   Google Scholar
• Lasagabaster, D. (2008). Foreign language competence in language and content integrated courses. The Open Applied Linguistics Journal, 1, 31–42. doi:10.2174/1874913500801010030
   Google Scholar
• Lasagabaster, D. (2009). The implementation of CLIL and attitudes towards trilingualism. ITL, International Journal of Applied Linguistics, 157, 23–43. doi:10.2143/ITL.157.0.2042586
   Google Scholar
• Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5, 3–18. doi:10.1080/17501229.2010.519030
   Google Scholar
• Lasagabaster, D., & Doiz, A. (2015). A Longitudinal study on the impact of CLIL on affective factors. Applied Linguistics. doi:10.1093/applin/amv059
   PubMed Web of Science ®Google Scholar
• Lasagabaster, D., & Ruiz de Zarobe, Y. (2010). Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
   Google Scholar
• Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1, 4–17.
   Google Scholar
• Lorenzo, F., Casal, S., de Alba, V., & Moore, P. (Eds.). (2007). Models and practice in CLIL. Logroño, ES: Revista Española de Lingüística Aplicada.
   Google Scholar
• Lyon, A. (1992). Interdisciplinarity: Giving up territory. College English, 54, 681–693. doi:10.2307/377774
   Web of Science ®Google Scholar
• Maljers, A., Marsh, D., & Wolff, D. (Eds.). (2007). Windows on CLIL. Content and language integrated learning in the European spotlight. Graz, AT: European Centre for Modern Languages.
   Google Scholar
• Marsh, D. (Ed.), (2002). CLIL/EMILE. The European dimension UniCOM continuing education centre. Jyväskylä, FI: University of Jyväskylä. Retrieved from http://clil-cd.ecml.at/LinkClick.aspx?fileticket=ekwp4udVLfQ%3D&tabid=947&language=en-GB
   Google Scholar
• Marsh, D., Coyle, D., Kitanova, S., Maljers, A., Wolff, D., & Bronislawa, Z. (2005). Project D3 – CLIL Matrix. The CLIL quality matrix. Central Workshop Report 6/2005. Retrieved from http://archive.ecml.at/mtp2/clilmatrix/pdf/wsrepD3E2005_6.pdf
   Google Scholar
• Mehisto, P., & Asser, H. (2007). Stakeholder perspectives: CLIL programme management in Estonia. International Journal of Bilingual Education and Bilingualism 10(5), 683–701.
   Google Scholar
• Merino, J. A., & Lasagabaster, D. (2015). CLIL as a way to multilingualism. International Journal of Bilingual Education and Bilingualism, 21, 79–92. doi:10.1080/13670050.2015.1128386
   Web of Science ®Google Scholar
• Merisuo-Storm, T. (2006). Development of boys’ and girls’ literacy skills and learning attitudes in CLIL education. In S. BjöRklund, K. Mård-Miettinen, M. BergströM, & M. SöDergåRd (Eds.), Exploring dual-focussed education. Integrating language and content for individual and societal needs (pp. 176–188). Vaasa, FI: Centre for Immersion and Multilingualism, University of Vaasa.
   Google Scholar
• Merisuo-Storm, T. (2007). Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching Teacher Education, 23, 226–235. doi:10.1016/j.tate.2006.04.024
   Web of Science ®Google Scholar
• Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – Mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28, 41–57. doi:10.1080/07908318.2014.1000924
   Web of Science ®Google Scholar
• Navés, T. (2009). Effective content and language integrated (CLIL) programmes. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and Language Integrated Learning. Evidence from research in Europe (pp. 22–40). Bristol, UK: Multilingual Matters.
   Google Scholar
• Paran, A. (2013). Content and Language Integrated Learning: Panacea or policy borrowing myth? Applied Linguistics Review, 4, 317–342. doi:10.1515/applirev-2013-0014
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. (2012). CLIL research in Europe: Past, present and future. International Journal of Bilingual Education and Bilingualism, 15, 315–341. doi:10.1080/13670050.2011.630064
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. (2016). From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy. Bellaterra: Journal of Teaching and Learning Language and Literature, 9, 9–31.
   Google Scholar
• Pérez-Vidal, C. (2013). Perspectives and lessons from the challenge of CLIL experiences. In C. Abello-Contesse, P. M. Chandler, M. D. López-Jiménez, & R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century. Building on experience (pp. 59–82). Bristol, UK: Multilingual Matters.
   Google Scholar
• Pladevall-Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: Students’, teachers’ and parents’ opinions and expectations. International Journal Of Bilingual Education And Bilingualism, 18, 45–59. doi:10.1080/13670050.2013.874972
   Web of Science ®Google Scholar
• Rumlich, D. (2016). Evaluating bilingual education in Germany: CLIL students’ general English proficiency, EFL self-concept and interest. Frankfurt am Main, DE: Lang.
   Google Scholar
• Rumlich, D. (2017). CLIL theory and empirical reality. Two sides of the same coin? A quantitative-longitudinal evaluation of general EFL proficiency and affective-motivational dispositions in CLIL students at German secondary schools. Journal of Immersion and Content-Based Language Education, 5, 110–134. doi:10.1075/jicb
   Web of Science ®Google Scholar
• San Isidro, X. (2009a). CLIL success in a Bilingual community. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, … G. Langé (Eds.), CLIL practice: Perspectives from the field. Jyväskylä, FI: University of Jyväskylä.
   Google Scholar
• San Isidro, X. (2009b). As seccións bilingües “a través” do currículo. In Author (Ed.), CLIL: Integrando linguas “a través” do currículo. Santiago de Compostela, ES: Consellería de Educación e Ordenación Universitaria. Xunta de Galicia.
   Google Scholar
• San Isidro, X. (2010). An insight into Galician CLIL. In D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
   Google Scholar
• San Isidro, X. (2011). CLIL en Galicia: una investigación descriptiva ( MA Dissertation). Madrid, ES: UNED.
   Google Scholar
• San Isidro, X. (2016). AICLE: Un viaje a HOTS. In F. Herrera (Ed.), Enseñar español a niños y adolescentes. Barcelona, ES: Difusión.
   Google Scholar
• San Isidro, X. (2017). CLIL in a multilingual setting: A longitudinal study on Galician students, teachers and families ( Doctoral thesis). Vitoria-Gasteiz, ES: Universidad del País Vasco.
   Google Scholar
• Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language and Education, 21, 328–341. doi:10.2167/le635.0
   Google Scholar
• Serra, C. (2007). Assessing CLIL at primary school: A longitudinal study. The International Journal of Bilingual Education and Bilingualism, 10, 582–602. doi:10.2167/beb461.0
   Google Scholar
• Sierra, J. M. (2011). CLIL and project work: Contributions from the classroom. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning (pp. 211–240). Bern, CH: Peter Lang.
   Google Scholar
• Sierra, J. M. (2016). Cooperative projects in a CLIL course: What do students think? In D. Lasgabaster & A. Doiz (Eds.), CLIL experiences in secondary and tertiary education: In search of good practices (pp. 69–97). Bern, CH: Peter Lang.
   Google Scholar
• Somers, T., & Surmont, J. (2011). CLIL and immersion: How clear-cut are they? ELT Journal, 66, 113–116. doi:10.1093/elt/ccr079
   Web of Science ®Google Scholar
• Stohler, U. (2006). The acquisition of knowledge in bilingual learning: An empirical study on the role of language in content learning. Vienna English Working Papers (Views), 15, 41–46.
   Google Scholar
• Van de Craen, P., Ceuleers, E., & Mondt, K. (2007). Cognitive development and bilingualism in primary schools: Teaching maths in a CLIL environment. In D. Marsh & D. Wolff (Eds.), Diverse contexts - Converging goals: CLIL in Europe (pp. 185–200). Frankfurt am Main, DE: Peter Lang.
   Google Scholar
• Wiesemes, R. (2009). Developing theories of practices in CLIL: CLIL as post-method pedagogies? In Y. Ruiz de Zarobe & R. M. Jiménez Catalan (Eds.), Content and language integrated learning. Evidence from research in Europe (pp. 41–59). Bristol, UK: Multilingual Matters.
   Google Scholar
• Wode, H. (1999). Language learning in European immersion classes. In J. Masih (Ed.), Learning through a foreign language. Models, methods and outcomes (pp. 16–25). London, UK: Centre for Information on Language Teaching and Research.
   Google Scholar
• Zydatiß, W. (2007). Deutsch-Englische Züge in Berlin: Eine evaluation des bilingualen sachfachunterrichts an gymnasien. Kontext, kompetenzen, konsequezen. Frankfurt-am Main, DE: Peter Lang.
   Google Scholar
• Zydatiß, W. (2009). Die Gerechtigkeitsfalle bilingualer Bildungsgänge. In D. Caspari (Ed.), Bilingualer Unterricht macht Schule. Beiträge aus der Praxisforschung (pp. 161–173). Frankfurt am Main, DE: Peter Lang.
   Google Scholar