Promoting content and English learning in a bilingual curriculum at the elementary school level

References

• Alonso, E., J. Grisaleña, and A. Campo. 2008. “Plurilingual Education in Secondary Schools: Analysis of Results.” International CLIL Research Journal 1 (1): 36–49.
   Google Scholar
• Bailey, N. 2015. “Attaining Content and Language Integrated Learning (CLIL) in the Primary School Classroom.” American Journal of Educational Research 3 (4): 418–426.
   Google Scholar
• Ball, P., K. Kelly, and J. Clegg. 2015. Putting CLIL Into Practice. Oxford: Oxford University Press.
   Google Scholar
• Banegas, D. L. 2012. “CLIL Teacher Development: Challenges and Experiences.” Latin American Journal of Content and Language Integrated Learning 5 (1): 46–56.
   Google Scholar
• Banegas, D. L. 2016. “Teachers Develop CLIL Materials in Argentina: A Workshop Experience.” Latin American Journal of Content and Language Integrated Learning 9 (1): 17–36.
   Google Scholar
• Blueprint for Developing Taiwan into a Bilingual Nation by 2030. 2018. “National Development Council.” https://bilingual.ndc.gov.tw/sites/bl4/files/news_event_docs/blueprint_for_developing_taiwan_into_a_bilingual_nation_by_2030.pdf.
   Google Scholar
• Cabezas Cabello, J. M. 2010. “A SWOT Analysis of the Andalusian Plurilingualism Promotion Plan (APPP).” In Proceedings of the 23rd GRETA Convention, edited by M. L. Pérez Cañado, 83–91. Jaén: Joxman.
   Google Scholar
• Castillo, R., and A. Pineda-Puerta. 2016. “The Illusion of the Foreign Language Standard in a Colombian University.” Latin American Journal of Content and Language Integrated Learning 9 (2): 426–450.
   Google Scholar
• Charmaz, K. 2014. Constructing Ground Theory. 2nd ed. London: Sage.
   Google Scholar
• Coyle, D., P. Hood, and D. Marsh. 2010. Content and Language Integrated Learning. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Eurydice. 2006. Content and Language Integrated Learning (CLIL) at School in Europe. Brussels: Eurydice.
   Google Scholar
• Fernández, R., and A. Halbach. 2011. “Analysing the Situation of Teachers in the Madrid Bilingual Project After Four Years of Implementation.” In Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts, edited by Y. Ruiz de Zarobe, J. M. Sierra, and F. Gallardo del Puerto, 241–270. Frankfurt-am-Main: Peter Lang.
   Google Scholar
• Glaser, B. G. 1998. Doing Grounded Theory: Issues and Discussions. Mill Valley, CA: Sociology Press.
   Google Scholar
• Infante, D., G. Benvenuto, and E. Lastrucci. 2009. “The Effects of CLIL from the Perspective of Experienced Teachers.” In CLIL Practice: Perspectives from the Field, edited by D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, S. Hughes, and G. Langé, 156–163. Jyväskylä: University of Jyväskylä.
   Google Scholar
• Jäppinen, A.-K. 2005. “Thinking and Content Learning of Mathematics and Science as Cognitional Development in Content and Language Integrated Learning (CLIL): Teaching Through a Foreign Language in Finland.” Language and Education 19 (2): 148–169.
   Google Scholar
• Johnson, D. M. 1992. Approaches to Research in Second Language Learning. White Plains, NY: Longman.
   Google Scholar
• Lasagabaster, D., and R. Lopez Beloqui. 2015. “The Impact of Type of Approach (CLIL Versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation.” Porta Linguarum 23: 41–57.
   Google Scholar
• Lasagabaster, D., and Y. Ruiz de Zarobe, eds. 2010. CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne: Cambridge Scholars Publishing.
   Google Scholar
• Lasagabaster, D., and J. M. Sierra. 2009. “Language Attitudes in CLIL and Traditional EFL Classes.” International CLIL Research Journal 1 (2): 4–17.
   Google Scholar
• Leal, J. 2016. “Assessment in CLIL: Test Development at Content and Language for Teaching Natural Science in English as a Foreign Language.” Latin American Journal of Content and Language Integrated Learning 9 (2): 293–317.
   Google Scholar
• Lin, A. M. 2016. Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts. Singapore: Springer.
   Google Scholar
• Lo, Y. Y. 2020. Professional Development of CLIL Teachers. Singapore: Springer.
   Google Scholar
• Lopriore, L. 2020. “Reframing Teaching Knowledge in Content and Language Integrated Learning (CLIL): A European Perspective.” Language Learning Research 24 (1): 94–104.
   Google Scholar
• Luo, W.-H. 2021. “Challenges Facing Teachers in Implementing Bilingual Instruction in Taiwan and Implications for Teacher Professional Development.” [Zài táiwān guó xiǎo shíshī shuāngyŭ jiàoxué suǒ miànlín de tiǎozhàn jí jiàoshī zhuānyè fāzhǎn zhī kěxíng jiànyì]. Journal of Education Research 321: 78–97. doi:10.3966/168063602021010321006.
   Google Scholar
• Luo, W.-H., and Y.-C. Chen. 2022. “Constructing a Teaching Capability Maturity Model for Content and Language Integrated Learning Teachers in Taiwan.” Humanities and Social Sciences Communications 9 (8): 1–10.
   Google Scholar
• Marsh, D. 2002. “Content and Language Integrated Learning: The European Dimension-Actions, Trends and Foresight Potential.” https://jyx.jyu.fi/bitstream/handle/123456789/47616/1/david_marsh-report.pdf.
   Google Scholar
• Marsh, D., A. Maljers, and A.-K. Hartiala. 2001. Profiling European CLIL Classrooms. Jyväskylä: University of Jyväskylä.
   Google Scholar
• Marsh, D., P. Mehisto, D. Wolff, and M. J. F. Martin. 2011. European Framework for CLIL Teacher Education. Graz: European Centre for Modern Languages. http://clil-cd.ecml.at/EuropeanFrameworkforCLILTeacherEducation/tabid/2254/language/en-GB/Default.aspx.
   Google Scholar
• Martín del Pozo, M. A. 2011. “Teacher Training for CLIL in Higher Education: A Needs Analysis from a Language Awareness Perspective.” In Paper Presented at the II Congreso Internacional de Enseñanza Bilingüe en Centros Educativos. Madrid: Universidad Rey Juan Carlos.
   Google Scholar
• McDougald, J. S. 2009. “The State of Language and Content Instruction in Colombia.” Latin American Journal of Content and Language Integrated Learning 2 (2): 44–48.
   Google Scholar
• McDougald, J. S. 2016. “CLIL Approaches in Education: Opportunities, Challenges, or Threats?” Latin American Journal of Content and Language Integrated Learning 9 (2): 253–266.
   Google Scholar
• Mehisto, P. 2012. “Criteria for Producing CLIL Learning Material.” Encuentro 21: 15–33.
   Google Scholar
• Pena Díaz, C., and M. D. Porto Requejo. 2008. “Teacher Beliefs in a CLIL Education Project.” Porta Linguarum 10: 151–161.
   Google Scholar
• Pérez Cañado, M. L. 2016. “Are Teachers Ready for CLIL? Evidence from a European Study.” European Journal of Teacher Education 39 (2): 202–221. doi:10.1080/02619768.2016.1138104.
   Web of Science ®Google Scholar
• Pérez Cañado, M. L. 2018. “Innovations and Challenges in CLIL Teacher Training.” Theory Into Practice 57 (3): 1–10.
   Web of Science ®Google Scholar
• Pérez Cañado, M. L., and C. G. Malagón. 2017. “Creating Material With ICT for CLIL Lessons: A Didactic Proposal.” Procedia – Social and Behavioral Sciences 237 (2017): 633–637.
   Google Scholar
• Pineda, I., and W.-L. Tsou. 2021. “Understanding CLIL from an ELF Perspective: Language in Taiwanese Primary Bilingual Education.” Journal of English as a Lingua Franca 10 (2): 209–233.
   Web of Science ®Google Scholar
• Pistorio, M. I. 2009. “Teacher Training and Competences for Effective CLIL Teaching in Argentina.” Latin American Journal of Content and Language Integrated Learning 2 (2): 37–43.
   Google Scholar
• Pladevall-Ballester, E., and A. Vallbona. 2016. “CLIL in Minimal Input Contexts: A Longitudinal Study of Primary School Learners’ Receptive Skills.” System 58: 37–48.
   Web of Science ®Google Scholar
• Rodriguez Bonces, J. 2012. “Content and Language Integrated Learning (CLIL): Considerations in the Colombia Context.” GIST: Education and Learning Research Journal 6 (6): 177–189.
   Google Scholar
• Rubio Mostacero, M. D.. 2009. Language Teacher Training for Non-language Teachers: Meeting the Needs of Andalusian Teachers for School Plurilingualism Projects. Design of a Targeted Training Course. Jaén: Universidad de Jaén.
   Google Scholar
• Tsou, W.-L., and S.-M. Kao, eds. 2018. Exploring CLIL: A Resource Book [CLIL jiàoxué zīyuán shū tànsuǒ xuékē nèiróng yŭ yŭyán zhěnghé jiàoxué]. Taipei: Bookman Books.
   Google Scholar
• The Twelve-Year Basic Education Curriculum Guidelines – Integrative Activities Curriculum. 2018. “National Academy for Educational Research.” https://www.naer.edu.tw/ezfiles/0/1000/img/67/376957114.pdf.
   Google Scholar
• Yamano, Y. 2013. “CLIL in a Japanese Primary School: Exploring the Potential of CLIL in a Japanese EFL Context.” International CLIL Research Journal 2 (1): 19–30.
   Google Scholar