978-3-031-81194-4

Reviewed by

Veronico N. Tarrayo | University of Santo Tomas

Published online: 29 May 2026

https://doi.org/10.1075/jicb.26025.tar

References (3)

References

Cross, R. (2022). Addressing social equity by making explicit the implicit value systems within content and language learning: A pedagogical framework for culture within CLIL. AILA Review, 35(2), 180–202.

Evnitskaya, N., & Llinares, A. (2022). (In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands. AILA Review, 35(2), 227–249.

Tai, K. W. H., Li, W., & Loh, K. Y. (2025). Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context. Learning and Instruction, 961, 102083.

Sviatlana Karpava (editor). Inclusive Education, Social Justice, and Multilingualism. Springer, 2025. 291 pp. ISBN 978-3-031-81194-4 (e-book) / 978-3-031-81193-7 (Hardcover) / 978-3-031-81196-8 (Softcover) https://​doi​.org​/10​.1007​/978​-3​-031​-81194​-4

Sviatlana Karpava (editor). Inclusive Education, Social Justice, and Multilingualism. Springer, 2025. 291 pp. ISBN 978-3-031-81194-4 (e-book) / 978-3-031-81193-7 (Hardcover) / 978-3-031-81196-8 (Softcover) https://doi.org/10.1007/978-3-031-81194-4