Pittas, Evdokia & Leah Tompkins
2024.
A systematic review of student learning outcomes in CLIL in LOTE.
Frontiers in Education 9
Roquet Pugès, Helena, Noelia Navarro Gil & Florentina Nicolás-Conesa
Del Mar Sánchez-Pérez, María
2023.
The impact of EMI on student English writing proficiency in a Spanish undergraduate engineering context.
Studies in Second Language Learning and Teaching 13:2
► pp. 373 ff.
Hendrikx, Isa & Kristel Van Goethem
2023.
Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English.
International Journal of Bilingual Education and Bilingualism 26:5
► pp. 614 ff.
Lee , Jang Ho, Hansol Lee & Yuen Yi Lo
2023.
Effects of EMI-CLIL on secondary-level students’ English learning: A multilevel meta-analysis.
Studies in Second Language Learning and Teaching 13:2
► pp. 317 ff.
Llinares, Ana & Nashwa Nashaat-Sobhy
2023.
CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups.
English Teaching & Learning 47:3
► pp. 337 ff.
Vinuesa Benítez, Virginia
2023.
CLIL Soft Models: The Challenge of Teaching Very Young Language Learners. In
Handbook of CLIL in Pre-primary Education [
Springer International Handbooks of Education, ],
► pp. 31 ff.
Vraciu, Alexandra & Anna Marsol
2023.
Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia.
Language Teaching Research
Zhu, Yan, Yue Liu, Nana Yang & Jonathan Newton
2023.
Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China.
Language Teaching Research
Jafarigohar, Manoochehr, Hoda Divsar & Parisa Etemad
2022.
The effect of CLIL context on the primary education EFL receptive and productive lexical growth.
Language Teaching Research
Li, Dongying & Lian Zhang
2022.
Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach.
Language Teaching Research 26:3
► pp. 333 ff.
Roussel, Stéphanie, André Tricot & John Sweller
2022.
The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach.
British Journal of Educational Psychology 92:2
► pp. 627 ff.
Montaner-Villalba, Salvador
2021.
Content and language integrated learning (CLIL): an effective methodological approach to teach foreign languages in mainstream education.
International Journal of Bilingual Education and Bilingualism 24:4
► pp. 595 ff.
Querol Julián, Mercedes & Javier Díez Ramírez
2021.
The development soft skills and communication in English in engineering students.
DIGILEC: Revista Internacional de Lenguas y Culturas 8
► pp. 115 ff.
Van Mensel, Luk, Amélie Bulon, Isa Hendrikx, Fanny Meunier & Kristel Van Goethem
Vidal, Karina & Scott Jarvis
2020.
Effects of English-medium instruction on Spanish students’ proficiency and lexical diversity in English.
Language Teaching Research 24:5
► pp. 568 ff.
Whittaker, Rachel & Anne McCabe
Hendrikx, Isa, Kristel Van Goethem & Stefanie Wulff
Pérez, María del Mar Sánchez & María Enriqueta Cortés de los Ríos
2018.
A Genre-Register Analysis of a Tourism Brochure Written by Students in an EMI University Context. In
Innovative Perspectives on Tourism Discourse [
Advances in Hospitality, Tourism, and the Services Industry, ],
► pp. 246 ff.
Schmidt-Unterberger, Barbara
2018.
The English-medium paradigm: a conceptualisation of English-medium teaching in higher education.
International Journal of Bilingual Education and Bilingualism 21:5
► pp. 527 ff.
Azkarai, Agurtzane & Ainara Imaz Agirre
2016.
Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings.
TESOL Quarterly 50:4
► pp. 844 ff.
Roquet, Helena, Jaume Llopis & Carmen Pérez-Vidal
2016.
Does gender have an impact on the potential benefits learners may achieve in two contexts compared: formal instruction and formal instruction + content and language integrated learning?.
International Journal of Bilingual Education and Bilingualism 19:4
► pp. 370 ff.
Tragant, Elsa, Anna Marsol, Raquel Serrano & Àngels Llanes
2016.
Vocabulary learning at primary school: a comparison of EFL and CLIL.
International Journal of Bilingual Education and Bilingualism 19:5
► pp. 579 ff.
Dalton-Puffer, Christiane & Tarja Nikula
2015.
Guest Editorial.
The Language Learning Journal 43:3
► pp. 235 ff.
Pladevall-Ballester, Elisabet
2015.
Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations.
International Journal of Bilingual Education and Bilingualism 18:1
► pp. 45 ff.
Pérez-Vidal, Carmen & Helena Roquet
2015.
CLIL in Context: Profiling Language Abilities. In
Content-based Language Learning in Multilingual Educational Environments [
Educational Linguistics, 23],
► pp. 237 ff.
Roquet, Helena & Carmen Pérez-Vidal
2015.
Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing.
Applied Linguistics ► pp. amv050 ff.
Ruiz de Zarobe, Yolanda
2015.
The Effects of Implementing CLIL in Education. In
Content-based Language Learning in Multilingual Educational Environments [
Educational Linguistics, 23],
► pp. 51 ff.
Aguilar, Marta & Carmen Muñoz
2014.
The effect of proficiency on CLIL benefits in Engineering students in Spain.
International Journal of Applied Linguistics 24:1
► pp. 1 ff.
Pérez-Cañado, María Luisa
2012.
CLIL research in Europe: past, present, and future.
International Journal of Bilingual Education and Bilingualism 15:3
► pp. 315 ff.
Dalton-Puffer, Christiane
2011.
Content-and-Language Integrated Learning: From Practice to Principles?.
Annual Review of Applied Linguistics 31
► pp. 182 ff.
Dalton-Puffer, Christiane
This list is based on CrossRef data as of 29 november 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.