Cited by

Cited by 48 other publications

Arocena Egaña, Elizabet, Jasone Cenoz & Durk Gorter
2015. Teachers’ beliefs in multilingual education in the Basque country and in Friesland. Journal of Immersion and Content-Based Language Education  pp. 169 ff. DOI logo
Ballinger, Susan
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 539 ff. DOI logo
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
2017. Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education 5:1  pp. 30 ff. DOI logo
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020. Pédagogie interlinguistique : exploiter les transferts en classe. The Canadian Modern Language Review 76:4  pp. 278 ff. DOI logo
Ballinger, Susan, Sunny Man Chu Lau & Claude Quevillon Lacasse
2020. Cross-Linguistic Pedagogy: Harnessing Transfer in the Classroom. The Canadian Modern Language Review 76:4  pp. 265 ff. DOI logo
Bigelow, Martha & Kendall A. King
2016. 13. Peer interaction while learning to read in a new language. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 349 ff. DOI logo
Cammarata, Laurent, Martine Cavanagh, Sylvie Blain & Cécile Sabatier
2018. Enseigner en immersion française au Canada : synthèse des connaissances sur les défis et leurs implications pour la formation des enseignants. The Canadian Modern Language Review 74:1  pp. 101 ff. DOI logo
Cenoz, Jasone & Yolanda Ruiz de Zarobe
2015. Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum 28:1  pp. 1 ff. DOI logo
Choi, Hyunsik & Noriko Iwashita
2016. 4. Interactional behaviours of low-proficiency learners in small group work. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 113 ff. DOI logo
Cummins, Jim
2019. Multilingual literacies: opposing theoretical claims and pedagogical practices in the canadian context. Cahiers internationaux de sociolinguistique N° 16:2  pp. 75 ff. DOI logo
Fujii, Akiko, Nicole Ziegler & Alison Mackey
2016. 2. Peer interaction and metacognitive instruction in the EFL classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 63 ff. DOI logo
Galante, Angelica
2020. Pedagogical translanguaging in a multilingual English program in Canada: Student and teacher perspectives of challenges. System 92  pp. 102274 ff. DOI logo
Galante, Angelica
2021. Translation as a pedagogical tool in multilingual classes. Translation and Translanguaging in Multilingual Contexts 7:1  pp. 106 ff. DOI logo
Galante, Angelica, Kerstin Okubo, Christina Cole, Nermine Abd Elkader, Nicola Carozza, Claire Wilkinson, Charles Wotton & Jelena Vasic
2020. “English‐Only Is Not the Way to Go”: Teachers’ Perceptions of Plurilingual Instruction in an English Program at a Canadian University. TESOL Quarterly 54:4  pp. 980 ff. DOI logo
Henderson, Kathryn I. & Mitch Ingram
2018. “Mister, you’re writing in Spanglish”: Fostering spaces for meaning making and metalinguistic connections through teacher translanguaging shifts in the bilingual classroom. Bilingual Research Journal 41:3  pp. 253 ff. DOI logo
Henderson, Kathryn I. & Deborah K. Palmer
2015. Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom. Journal of Immersion and Content-Based Language Education 3:1  pp. 77 ff. DOI logo
Henderson, Kathryn I. & Deborah K. Palmer
2019. “I wonder why they don’t do the two-way”: Disrupting the one-way/two-way dichotomy, re-envisioning the possibilities of dual language bilingual education. NABE Journal of Research and Practice 9:1  pp. 47 ff. DOI logo
Hopewell, Susan & Kathy Escamilla
2014. Biliteracy development in immersion contexts. Journal of Immersion and Content-Based Language Education 2:2  pp. 181 ff. DOI logo
Karpava, Sviatlana
2022. Multilingualism in EFL Classrooms. In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [Advances in Higher Education and Professional Development, ],  pp. 213 ff. DOI logo
Lasagabaster, David
2017. “I always speak English in my classes”. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 251 ff. DOI logo
Llinares, Ana & Christiane Dalton-Puffer
2015. The role of different tasks in CLIL students' use of evaluative language. System 54  pp. 69 ff. DOI logo
Lyster, Roy & Diane J. Tedick
2014. Research perspectives on immersion pedagogy. Journal of Immersion and Content-Based Language Education 2:2  pp. 210 ff. DOI logo
Mafarja, Nofouz, Mimi Mohaffyza Mohamad, Hutkemri Zulnaidi & Hidayah Mohd Fadzil
2023. Using of reciprocal teaching to enhance academic achievement: A systematic literature review. Heliyon 9:7  pp. e18269 ff. DOI logo
Martin-Beltrán, Melinda, Pei-Jie Chen, Natalia Guzman & Kayra Alvarado Merrills
Mary, Latisha, Véronique Lemoine-Bresson & Anne Choffat-Dürr
2023. Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies. Language Awareness  pp. 1 ff. DOI logo
Nassaji, Hossein & Eva Kartchava
2019. Content-Based L2 Teaching. In The Cambridge Handbook of Language Learning,  pp. 597 ff. DOI logo
Nic Aindriú, Sinéad, Lorraine Connaughton-Crean, Pádraig Ó Duibhir & Joe Travers
2023. The Design and Content of an Online Continuous Professional Development Course in Special Education for Teachers in Irish Immersion Primary and Post-Primary Schools. Education Sciences 13:3  pp. 281 ff. DOI logo
Nic Fhlannchadha, Siobhán & Tina M. Hickey
2018. Minority language ownership and authority: perspectives of native speakers and new speakers. International Journal of Bilingual Education and Bilingualism 21:1  pp. 38 ff. DOI logo
Palmer, Deborah K., Susan Ballinger & Lizette Peter
2014. Classroom interaction in one-way, two-way, and indigenous immersion contexts. Journal of Immersion and Content-Based Language Education 2:2  pp. 225 ff. DOI logo
Pastrana, Amanda
2019. Co-construction of Knowledge in Primary CLIL Group Work Activities. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 205 ff. DOI logo
Pastrana, Amanda, Ana Llinares & Irene Pascual
2018. Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift für Erziehungswissenschaft 21:1  pp. 49 ff. DOI logo
Payant, Caroline
2020. Exploring Multilingual Learners’ Writing Practices during an L2 and an L3 Individual Writing Task. The Canadian Modern Language Review 76:4  pp. 313 ff. DOI logo
Philp, Jenefer
2016. New pathways in researching interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 377 ff. DOI logo
Sato, Masatoshi
2013. Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal 97:3  pp. 611 ff. DOI logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2  pp. 249 ff. DOI logo
Sato, Masatoshi
2023. Chapter 2. Metacognitive approaches to collaborative writing. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59],  pp. 32 ff. DOI logo
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 1 ff. DOI logo
Sato, Masatoshi & Pamela Lara
2019. Interaction Vision Intervention to Increase Second Language Motivation. In Evidence-Based Second Language Pedagogy,  pp. 287 ff. DOI logo
Sato, Masatoshi & Paula Viveros
2016. 3. Interaction or collaboration? Group dynamics in the foreign language classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 91 ff. DOI logo
Séror, Jérémie & Guillaume Gentil
2020. Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students’ Stances, Practices, and Ideologies. The Canadian Modern Language Review 76:4  pp. 356 ff. DOI logo
Séror, Jérémie & Alysse Weinberg
2015. The University of Ottawa Immersion Program. Journal of Immersion and Content-Based Language Education 3:2  pp. 241 ff. DOI logo
Tajabadi, Azar, Moussa Ahmadian, Hamidreza Dowlatabadi & Hooshang Yazdani
2023. EFL learners’ peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction. Language Teaching Research 27:3  pp. 689 ff. DOI logo
Tedick, Diane J & Amy I Young
2016. Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction. Applied Linguistics 37:6  pp. 784 ff. DOI logo
Thibeault, Joël & Ian A. Matheson
2020. The Cross-Linguistic Reading Strategies Used by Elementary Students in French Immersion as They Engage with Dual-Language Children’s Books. The Canadian Modern Language Review 76:4  pp. 375 ff. DOI logo
Whittle, Anna & Roy Lyster
2016. Focus on Italian Verbal Morphology in Multilingual Classes. Language Learning 66:1  pp. 31 ff. DOI logo
Yamutuale, Désiré
2020. La pédagogie immersive au Canada face à la mondialisation. Spirale - Revue de recherches en éducation N° 65-2:2  pp. 123 ff. DOI logo
Young, Amy I. & Diane J. Tedick
2016. 5. Collaborative dialogue in a two-way Spanish/English immersion classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 135 ff. DOI logo
Zhang, Rui & Brian Hok-Shing Chan
2022. Pedagogical translanguaging in a trilingual context: the case of two EFL classrooms in a Xinjiang university. International Journal of Bilingual Education and Bilingualism 25:8  pp. 2805 ff. DOI logo

This list is based on CrossRef data as of 2 may 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.