©2019 by AILA CLIL ReN

Please see the following list of recent publications that we thought might be relevant to our ReN community:


  • Bower, K. (2019). 'Speaking French alive': Learner perspectives on their motivation in content and language integrated learning in England. Innovation in Language Learning & Teaching, 13(1), 45-60.

  • Brooke, M. (2018). Content and language integrated learning for first and second year university students - aspirations, challenges and solutions. Theory & Practice in Language Studies, 8(7), 778-784.

  • Cinganotto L., & Cuccurullo D. (2019). Techno-CLIL - Fare CLIL in digitale, I Quaderni della Ricerca, 42.

  • Codó, E., & Patiño-Santos, A. (2018). CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school. Language Policy, 17(4), 479-499.

  • Crossman, K. (2018). Immersed in academic English: Vocabulary and academic outcomes of a CLIL university preparation course. International Journal of Bilingual Education & Bilingualism, 21(5), 564-577.

  • Ellison, S. M., & Santos, Á. A. (2018). Implementing CLIL in schools: The case of the GoCLIL project in Portugal. E-Teals: An e-Journal of Teacher Education & Applied Language Studies, 8(1), 43-72.

  • Fielding, R., & Harbon, L. (2018). An exploration of content and language integrated pedagogy. Babel52(2), 32-46.

  • Flores Muxí, M. d. C. (2018). Identifying effective CLIL teaching practice in higher education: A case study of integrated practices in pre-service teacher education.(Dissertation/Thesis), Universitat Ramon Llull, 2018. 

  • He, P., & Lin, A. M. Y. (2018). Becoming a “language-aware” content teacher. Journal of Immersion and Content-Based Language, 6(2), 162-188.

  • Kääntä, L., & Kasper, G. (2018). Clarification requests as a method of pursuing understanding in CLIL physics lectures. Classroom Discourse, 9(3), 205-226.

  • Kääntä, L., Kasper, G., & Piirainen-Marsh, A. (2018). Explaining Hooke’s law: Definitional practices in a CLIL physics classroom. Applied Linguistics, 39(5), 694-717.

  • Lo, Y. Y., & Jeong, H. (2018). Impact of genre-based pedagogy on students’ academic literacy development in content and language integrated learning (CLIL). Linguistics and Education, 47, 36-46.

  • Lo, Y. Y., & Lin, A. M. Y. (2019). Curriculum genres and task structure as frameworks to analyse teachers' use of L1 in CBL classrooms. International Journal of Bilingual Education & Bilingualism, 22(1), 78-90.

  • Martínez-Adrián, M., Gutiérrez-Mangado, M. J., & Gallardo-del-Puerto, F. (2019). Introduction: L1 use in content-based and CLIL settings. International Journal of Bilingual Education & Bilingualism, 22(1), 1-4.

  • Nashaat Sobhy, N. (2018). Pragmatics in CLIL. Revista Española de Lingüística Aplicada, 31(2), 467-494.

  • Pavón Vázquez, V., & Ramos Ordóñez, M. d. C. (2019). Describing the use of the L1 in CLIL: An analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education & Bilingualism, 22(1), 35-48.

  • Pérez Cañado, M. L. (2018). The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts. Learning and Instruction, 57, 18-33.

  • Pérez Cañado, M. L. (2018). CLIL and pedagogical innovation: Fact or fiction? International Journal of Applied Linguistics, 28(3), 369-390.

  • Pladevall-Ballester, E. (2018). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research. https://doi.org/10.1177/1362168818765877

  • Somers, T., & Llinares, A. (2018). Students’ motivation for content and language integrated learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism, 1-16.

  • Somers, T. (2018). Multilingualism for europeans, monolingualism for immigrants? Towards policy-based inclusion of immigrant minority language students in content and language integrated learning (CLIL). European Journal of Language Policy, 10(2), 203-228.

  • Walenta, M. (2018). Balancing linguistic and extra-linguistic gains in CLIL: A case for content-based structured input. International Journal of Bilingual Education & Bilingualism, 21(5), 578-590.

  • Wilkinson, R. (2018). Content and language integration at universities? Collaborative reflections. International Journal of Bilingual Education & Bilingualism, 21(5), 607-615.

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