Article published In:
(In)equity Issues in CLIL
Edited by Ana Llinares and Russell Cross
[AILA Review 35:2] 2022
► pp. 275296
References (53)
Anderson, J.
(2009) Relevance of CLIL in developing pedagogies for minority language teaching. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martin, S. Hughes, & G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 124–132). University of Jyväskylä.Google Scholar
Bakken, J., & Brevik, L. M.
(2022) Challenging the notion of CLIL elitism: A study of secondary school students’ motivation for choosing CLIL in Norway. TESOL Quarterly. DOI logoGoogle Scholar
Benadusi, L.
(2002) Equity and education. In W. Hutmacher, D. Cochrane, & N. Bottani (Eds.), In pursuit of equity in education (pp. 25–64). Springer. DOI logoGoogle Scholar
Byram, M.
(2008) From foreign language education to education for intercultural citizenship. Multilingual Matters. DOI logoGoogle Scholar
Cenoz, J.
(2015) Content-based instruction and content and language integrated learning: The same or different? Language, Culture and Curriculum, 28 (1), 8–24. DOI logoGoogle Scholar
Cenoz, J., & Gorter, D.
(2022) Pedagogical translanguaging. Cambridge University Press. DOI logoGoogle Scholar
Cohen, L., Manion, L., & Morrison, K.
(2018) Research methods in education (8th ed.). Routledge.Google Scholar
Congreso de la Nación Argentina
(2006) Ley de Educación Nacional 26.206.Google Scholar
Coyle, D., & Meyer, O.
(2021) Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press. DOI logoGoogle Scholar
Coyle, D., Hood, P., & Marsh, D.
(2010) CLIL: Content and language integrated learning. Cambridge University Press. DOI logoGoogle Scholar
Creswell, J., & Creswell, J.
(2018) Research design: Qualitative, quantitative & mixed method approaches (5th ed.). Sage.Google Scholar
Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T.
(2014) “You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee, & Gorter (2013). Applied Linguistics, 35 (2), 213–218. DOI logoGoogle Scholar
Díaz, C., Ducoin, M., & García, V.
(2021) Argentinos multilingües: Conflictos, actitudes e identidades. El caso de Misiones. Alma Mater, 21 1, 30–42.Google Scholar
Dillon, A.
(2009) The CLIL approach in Irish primary schools: A multilingual perspective. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martin, S. Hughes, & G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 14–20). University of Jyväskylä.Google Scholar
Duff, P.
(2020) Case study research: Making language learning complexities visible. In J. McKinley & H. Rose (Eds.), The Routledge handbook of research methods in applied linguistics (pp. 144–153). Routledge.Google Scholar
Ehala, M.
(2015) Ethnolinguistic vitality. In K. Tracy, T. Sandel, & C. Ilie (Eds.), The international encyclopedia of language and social interaction. Wiley-Blackwell. DOI logoGoogle Scholar
Freire, P.
(1994) Pedagogy of hope. Continuum.Google Scholar
Giroux, H.
(2010) Teachers as transformative intellectuals. Kaleidoscope: Contemporary and Classic Readings in Education, 3 1, 35–40.Google Scholar
Gobbo, F., & Vardeu, L.
(2021) Which Sardinian for education? The chance of CLIL-based laboratories: A case study. In M. Tamburelli & M. Tosco (Eds.), Contested languages: The hidden multilingualism of Europe (pp. 221–235). John Benjamins. DOI logoGoogle Scholar
Goodwin, S., & Proctor, H.
(2019) Introduction: Social justice talk and social justice practices in the contemporary university. In K. Freebody, S. Goodwin & H. Proctor (Eds.), Higher education, pedagogy and social justice: Politics and practice (pp. 1–20). Palgrave. DOI logoGoogle Scholar
Hecht, A. C.
(2007) Educación intercultural bilingüe: De las políticas homogeneizadoras a las políticas focalizadas en la educación indígena argentina. Revista Interamericana de Educación de Adultos, 29 1, 65–85.Google Scholar
(2017) Maestros/as indígenas en contextos de desplazamiento lingüístico: Desafíos y dilemas contemporáneos. Cuadernos del Instituto Nacional de Antropología y Pensamiento Latinoamericano, 26 (2), 87–100.Google Scholar
Hemmi, C., & Banegas, D. L.
(2021) CLIL: An overview. In C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 1–20). Palgrave. DOI logoGoogle Scholar
Krippendorff, K., & Craggs, R.
(2016) The reliability of multi-valued coding of data. Communication Methods and Measures, 10 (4), 181–198. DOI logoGoogle Scholar
Lamb, T., Hatoss, A., & O’Neill, S.
(2019) Challenging social injustice in superdiverse contexts through activist languages education. In R. Papa (Ed.), Handbook on promoting social justice in education (pp. 1–38). Palgrave. DOI logoGoogle Scholar
Landau, J., Albuquerque Paraná, R., & Siqueira, S.
(2021) Sistemas educacionais (SE) and CLIL development in Brazil: From promises to prospects. In C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 259–280). Palgrave. DOI logoGoogle Scholar
Lasagabaster, D.
(2009) The implementation of CLIL and attitudes towards trilingualism. ITL-International Journal of Applied Linguistics, 157 (1), 23–43. DOI logoGoogle Scholar
Lázaro-Ibarrola, A., & Azpilicueta-Martínez, R.
(2021) Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference? Language Teaching Research. DOI logoGoogle Scholar
Lincoln, Y., & Guba, E.
(1985) Naturalistic inquiry. Sage. DOI logoGoogle Scholar
Llopart, M., & Esteban-Guitart, M.
(2018) Funds of knowledge in 21st century societies: Inclusive educational practices for under-represented students. A literature review. Journal of Curriculum Studies, 50 (2), 145–161. DOI logoGoogle Scholar
López García, M.
(2013) El otro yo: la identidad lingüística argentina como conflicto. Amerika, 9, 1–13. DOI logoGoogle Scholar
López, L. E.
(2021) What is educación intercultural bilingüe in Latin America nowadays: Results and challenges. Journal of Multilingual and Multicultural Development, 42 (10), 955–968. DOI logoGoogle Scholar
Lorenzo, F., Granados, A., & Rico, N.
(2021) Equity in bilingual education: Socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42 (3), 393–413. DOI logoGoogle Scholar
Lucas, S. R., & Beresford, L.
(2010) Naming and classifying: Theory, evidence, and equity in education. Review of Research in Education, 34(1), 25–84. [URL]. DOI logoGoogle Scholar
McPake, J.
2023). CLIL with heritage languages. In D. L. Banegas & S. Zappa-Hollman Eds. The Routledge handbook of content and language integrated learning pp. 195 209 Routledge DOI logo
Moll, L.
(2019) Elaborating funds of knowledge: Community-oriented practices in international contexts. Literacy Research: Theory, Method, and Practice, 68 (1), 130–138. DOI logoGoogle Scholar
Nikula, T.
(2016) CLIL: A European approach to bilingual education. In N. Van Deusen-Scholl & S. May (Eds.), Second and foreign language education: Encyclopedia of language and education. Springer. DOI logoGoogle Scholar
Nikula, T., Skinnari, K., & Mård-Miettinen, K.
(2022) Diversity in CLIL as experienced by Finnish CLIL teachers and students: Matters of equality and equity. International Journal of Bilingual Education and Bilingualism, DOI logoGoogle Scholar
Ortega, L.
(2019) SLA and the study of equitable multilingualism. The Modern Language Journal, 103 (S1), 23–38. DOI logoGoogle Scholar
Paran, A.
(2013) Content and language integrated learning: Panacea or policy borrowing myth? Applied Linguistics Review, 4 (2), 317–342. DOI logoGoogle Scholar
Parker, J., Sayers, J., Young-Hauser, A., Barnett, S., Loga, P., & Paea, S.
(2021) Gender and ethnic equity in Aotearoa New Zealand’s public service before and since Covid-19: Toward intersectional inclusion? Gender, Work & Organization, 1–21. DOI logoGoogle Scholar
Pathak, D. N.
(2022) Idea of pandemic-pedagogy: Reflexive rumination on teaching and learning practices. Higher Education for the Future, 9 (1), 62–74. DOI logoGoogle Scholar
Pérez Cañado, M. L.
(2022) Guest editorial. International Journal of Bilingual Education and Bilingualism. DOI logoGoogle Scholar
Pérez, A., Lorenzo, F., & Pavón, V.
(2016) European bilingual models beyond lingua franca: key findings from CLIL French programs. Language Policy, 15 (4), 485–504. DOI logoGoogle Scholar
Porto, M.
(2021) Intercultural citizenship in foreign language education: An opportunity to broaden CLIL’s theoretical outlook and pedagogy. International Journal of Bilingual Education and Bilingualism, 24 (7), 927–947. DOI logoGoogle Scholar
2023). Intercultural citizenship as CLIL in foreign language education. In D. L. Banegas & S. Zappa-Hollman Eds. The Routledge handbook of content and language integrated learning pp. 141 159 Routledge DOI logo
Seals, C., & Shah, S.
(2018) Introduction: A focus on heritage language policy. In C. Seals & S. Shah (Eds.), Heritage language policies around the world (pp. 1–10). Routledge.Google Scholar
Soria, A. S.
(2010) Interculturalidad y educación en Argentina: El alcance del “reconocimiento”. Andamios, 7 (13), 167–184. DOI logoGoogle Scholar
Sylvén, L., & Tsuchiya, K.
2023). CLIL in various forms around the world. In D. L. Banegas & S. Zappa-Hollman Eds. The Routledge handbook of content and language integrated learning pp. 373 387 London Routledge DOI logo
Tikly, L., & Barrett, A. M.
(2011) Social justice, capabilities and the quality of education in low-income countries. International Journal of Educational Development, 31 (1), 3–14. DOI logoGoogle Scholar
Unamuno, V.
(2012) Gestión del multilingüismo y docencia indígena para una educación intercultural bilingüe en la Argentina. Praxis Educativa, 7 1, 31–54. DOI logoGoogle Scholar
Van de Craen, P.
(2016) The significance of multilingual education and the role of CLIL: An introduction. European Journal of Language Policy, 8 (1), 3–5. DOI logoGoogle Scholar
Weinstock, J. A.
(2004) Respond now! E-mail, acceleration, and a pedagogy of patience. Pedagogy, 4 (3), 365–383. [URL]