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

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JANUARY-DECEMBER 2020

  • Achugar, M., & Tardio, T. (2020). Documenting language and content integrated learning: A case study of a genre-based history in films course. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1801571 

  • Anderson, J. (2020). The TATE model: A curriculum design framework for language teaching. ELT Journal: English Language Teaching Journal, 74(2), 175-184. https://doi.org/10.1093/elt/ccaa005 

  • Artieda, G., Roquet, H., & Nicolás-Conesa, F. (2020). The impact of age and exposure on EFL achievement in two learning contexts: Formal instruction and formal instruction + content and language integrated learning (CLIL). International Journal of Bilingual Education & Bilingualism, 23(4), 449-472. https://doi.org/10.1080/13670050.2017.1373059 

  • Banegas, D. L. (2020). Teaching linguistics to low-level English language users in a teacher education programme: An action research study. Language Learning Journal, 48(2), 148-161. https://doi.org/10.1080/09571736.2017.1370604 

  • Banegas, D. L., & del Pozo Beamud, M. (2020). Content and language integrated learning: A duoethnographic study about CLIL pre-service teacher education in Argentina and Spain. RELC Journal, 1. https://doi.org/10.1177/0033688220930442 

  • Banegas, D. L., Corrales, K., & Poole, P. (2020). Can engaging L2 teachers as material designers contribute to their professional development? Findings from Colombia. System, 91, N.PAG-N.PAG. https://doi.org/10.1016/j.system.2020.102265 

  • Barrios, E., & Acosta-Manzano, I. (2020). Primary students’ satisfaction with CLIL and perceived CLIL linguistic difficulty. Journal of Multilingual & Multicultural Development, 1-14. https://doi.org/10.1080/01434632.2020.1759610 

  • Barrios, E., & Milla Lara, M. D. (2020). CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders' perceptions in Andalusia. Language Learning Journal, 48(1), 60-80. https://doi.org/10.1080/09571736.2018.1544269 

  • Bianco, L., & Andonova, I. (2020). Content and language integrated learning applied to teaching chemistry: A case study from eastern Europe. Chemistry. Bulgarian Journal of Chemical Education, 29(3), 283-298. 

  • Bower, K. (2020). How can learners be motivated in a context of demotivation for foreign language learning? In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice(pp. 22-42). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.004 

  • Bower, K. (2020). School leaders' perspectives on content and language integrated learning in England. Language, Culture & Curriculum, 33(4), 351-367. https://doi.org/10.1080/07908318.2019.1667367 

  • Bower, K. (2020). Three schools, three models: Senior leaders’ views about the value of CLIL in their school. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice(pp. 107-123). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.008 

  • Bower, K., Coyle, D., Cross, R., & Chambers, G. N. (Eds). (2020). Curriculum integrated language teaching: CLIL in practice. London, England: Cambridge University Press. https://books.google.com.au/books?id=vILoDwAAQBAJ 

  • Bower, K., Cross, R., & Coyle, D. (2020). CLIL in multilingual and English-background contexts: Expanding the potential of content and language integrated pedagogies for mainstream learning. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 3-21). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.003 

  • Brooke, M. (2020). Guiding teacher talk in the content and language integrated learning classroom using semantics from legitimation code theory. Teaching in Higher Education, 25(7), 812-824. https://doi.org/10.1080/13562517.2019.1598968 

  • Bulon, A., & Meunier, F. (2020). Comparing CLIL and non-CLIL learners’ phrasicon in L2 Dutch: The (expected) winner does not take it all. International Journal of Bilingual Education & Bilingualism, 1-24. https://doi.org/10.1080/13670050.2020.1834502 

  • Carrió-Pastor, M. L., & Fortuño, B. B. (2020). Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. Springer International Publishing. https://books.google.com.au/books?id=I_YPEAAAQBAJ 

  • Castellano-Risco, I., Alejo-González, R., & Piquer-Píriz, A. M. (2020). The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable?. System, 91, N.PAG-N.PAG. https://doi.org/10.1016/j.system.2020.102263 

  • Chambers, G. N. (2020). What pupils say about transition (ks2–3) and what this might mean for CLIL. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 63-92). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.006 

  • Cinganotto L., Screpanti M. (2020). Little Citizens – CLIL e Agenda 2030 nella scuola primaria, Pearson.

  • Codó, E. (2020). The dilemmas of experimental CLIL in Catalonia. Journal of Multilingual & Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2020.1725525 

  • Coral, J., Urbiola, M., Sabaté, E., Bofill, J., Lleixà, T., & Vilà Baños, R. (2020). Does the teaching of physical education in a foreign language jeopardise children's physical activity time? A pilot study. International Journal of Bilingual Education & Bilingualism, 23(8), 839-854. https://doi.org/10.1080/13670050.2017.1407289 

  • Coyle, D. (2020). Exploring the potential of a pluriliteracies approach. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 187-204). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.012 

  • Coyle, Y., & Roca de Larios, J. (2020). Exploring young learners' engagement with models as a written corrective technique in EFL and CLIL settings. System, 95, N.PAG-N.PAG. https://doi.org/10.1016/j.system.2020.102374 

  • Dafouz, E., & Smit, U. (2020). ROAD-MAPPING English medium education in the Internationalised University. Palgrave McMillan.

  • DeBoer, M., & Leontjev, D. (2020). Assessment and learning in content and language integrated learning (CLIL) classrooms: Approaches and conceptualisations. Springer International Publishing. https://books.google.com.au/books?id=4qAJEAAAQBAJ 

  • Doiz, A., & Lasagabaster, D. (Guest editors). (2020). "The role of languages in English-Medium Instruction (EMI) at university." International Journal of Bilingual Education and Bilingualism 23(3) (Special Issue).

  • Dobson, A. (2020). Context is everything: Reflections on CLIL in the UK. Language Learning Journal, 48(5), 508-518. https://doi.org/10.1080/09571736.2020.1804104 

  • Durán-Martínez, R., & Beltrán-Llavador, F. (2020). Key issues in teachers' assessment of primary education bilingual programs in Spain. International Journal of Bilingual Education & Bilingualism, 23(2), 170-183. https://doi.org/10.1080/13670050.2017.1345851 

  • Durán-Martínez, R., Beltrán-Llavador, F., & Martínez-Abad, F. (2020). Training priorities in primary education bilingual programmes in Spain. European Journal of Teacher Education, 1. https://doi.org/10.1080/02619768.2020.1827387 

  • Džemila, A. (2020). Content and language integrated learning: The importance of the teacher's role in the process of content and language integration. Integrisano učenje jezika i sadržaja: važnost uloge nastavnika u procesu integrisanja jezika i sadržaja, 15, 71-85. 

  • Evnitskaya, N., & Dalton-Puffer, C. (2020). Cognitive discourse functions in CLIL classrooms: Eliciting and analysing students’ oral categorizations in science and history. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1804824 

  • Fernández-Fontecha, A., O'Halloran, K. L., Wignell, P., & Tan, S. (2020). Scaffolding CLIL in the science classroom via visual thinking: A systemic functional multimodal approach. Linguistics & Education, 55, N.PAG-N.PAG. https://doi.org/10.1016/j.linged.2019.100788 

  • Fielding, R., & Harbon, L. (2020). Dispelling the monolingual myth: Exploring literacy outcomes in Australian bilingual programmes. International Journal of Bilingual Education & Bilingualism, 1-24. https://doi.org/10.1080/13670050.2020.1734531 

  • Gallardo‐del‐Puerto, F., Basterrechea, M., & Martínez‐Adrián, M. (2020). Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics, 30(1), 3-18. https://doi.org/10.1111/ijal.12252 

  • Gearon, M., & Cross, R. (2020). Plurilingualism in the content and language integrated classroom: Students’ languages as resources in the CLIL context. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 124-142). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.009 

  • Gierlinger, E. M. (2020). L2 Confidence in CLIL Teaching: A Tale of Two Teachers. In K. Talbot, S. Mercer, M.-T. Gruber, & N. Rieko (Eds.), The psychological experience of integrating language and content: Teacher and learner perspectives (pp. 196-21). Multilingal Matters.

  • Gustafsson, H. (2020). Capturing EMI teachers' linguistic needs: A usage-based perspective. International Journal of Bilingual Education & Bilingualism, 23(9), 1071-1082. https://doi.org/10.1080/13670050.2018.1425367 

  • Gómez Ramos, J. L., Palazón Fernández, J. L., Lirio Castro, J., & Gómez-Barreto, I. M. (2020). CLIL: Graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks. International Journal of Bilingual Education & Bilingualism, 1-12. https://doi.org/10.1080/13670050.2020.1842323 

  • Hendrikx, I., & Van Goethem, K. (2020). Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English. International Journal of Bilingual Education & Bilingualism, 1-25. https://doi.org/10.1080/13670050.2020.1720592 

  • Hood, P. (2020). A rationale for CLIL in primary schools. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 43-60). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.005 

  • Hughes, S. P., & Madrid, D. (2020). The effects of CLIL on content knowledge in monolingual contexts. Language Learning Journal, 48(1), 48-59. https://doi.org/10.1080/09571736.2019.1671483 

  • Isidro, X. S., & Lasagabaster, D. (2020). Lessons to be learned: A professional development approach to curriculum planning in a multilingual school in galicia. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 145-164). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.010 

  • Jaekel, N. (2020). Language learning strategy use in context: The effects of self-efficacy and CLIL on language proficiency. IRAL: International Review of Applied Linguistics in Language Teaching, 58(2), 195-220. https://doi.org/10.1515/iral-2016-0102 

  • Kao, Y.-T. (2020). Understanding and addressing the challenges of teaching an online CLIL course: A teacher education study. International Journal of Bilingual Education & Bilingualism, 1-20. https://doi.org/10.1080/13670050.2020.1713723 

  • Karabassova, L. (2020). Is top-down CLIL justified? A grounded theory exploration of secondary school science teachers’ experiences. International Journal of Bilingual Education & Bilingualism, 1-16. https://doi.org/10.1080/13670050.2020.1775781 

  • Khalyapina, L. (2020). Examining content and language integrated learning (CLIL) theories and practices. IGI Global. https://books.google.com.au/books?id=cEThDwAAQBAJ 

  • Lacabex, E. G., & Gallardo-del-Puerto, F. (2020). Explicit phonetic instruction vs. Implicit attention to native exposure: Phonological awareness of English schwa in CLIL. IRAL: International Review of Applied Linguistics in Language Teaching, 58(4), 419-442. https://doi.org/10.1515/iral-2017-0079 

  • Lahuerta, A. (2020). Analysis of accuracy in the writing of EFL students enrolled on CLIL and non-CLIL programmes: The impact of grade and gender. Language Learning Journal, 48(2), 121-132. https://doi.org/10.1080/09571736.2017.1303745 

  • Lamb, P., & King, G. (2020). Another platform and a changed context: Student experiences of developing spontaneous speaking in French through physical education. European Physical Education Review, 26(2), 515-534. https://doi.org/10.1177/1356336X19869733 

  • Leontjev, D., & deBoer, M. A. (2020). Multimodal mediational means in assessment of processes: An argument for a hard-CLIL approach. International Journal of Bilingual Education & Bilingualism, 1-17. https://doi.org/10.1080/13670050.2020.1754329 

  • Li, D., & Zhang, L. (2020). Exploring teacher scaffolding in a CLIL-framed EFL intensive reading class: A classroom discourse analysis approach. Language Teaching Research, 1. https://doi.org/10.1177/1362168820903340 

  • Llinares, A., & McCabe, A. (2020). Systemic functional linguistics: The perfect match for content and language integrated learning. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2019.1635985 

  • Lo, Y. Y., & Fung, D. (2020). Assessments in CLIL: The interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education & Bilingualism, 23(10), 1192-1210. https://doi.org/10.1080/13670050.2018.1436519 

  • Lo, Y. Y., Lin, A. M. Y., & Liu, Y. (2020). Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1810203 

  • Lopes, A. (2020). Linking content and language-integrated learning (CLIL) and task-based language teaching (TBLT) in an effective way: A methodological proposal. ONOMAZEIN, 5-22. https://doi.org/10.7764/onomazein.ne6.01 

  • Lopriore, L. (2020). Reframing teaching knowledge in content and language integrated learning (CLIL): A European perspective. Language Teaching Research, 24(1), 94-104. https://doi.org/10.1177/1362168818777518 

  • Lorenzo, F., & Granados, A. (2020). One generation after the bilingual turn: Results from a large-scale CLIL teachers’ survey. Una generación de enseñanza bilingüe: resultados de un estudio a gran escala de profesores aicle., 20, 77-111. https://doi.org/10.12795/elia.2020.i20.04 

  • López Hernández, A. (2020). Compatibilidad de las rutinas de pensamiento con el aprendizaje integrado de contenidos y lengua extranjera (aicle): Un estudio exploratorio. Exploring the role of thinking routines in CLIL classrooms.(30), 92-107. 

  • Mahan, K. R. (2020). The comprehending teacher: Scaffolding in content and language integrated learning (CLIL). Language Learning Journal, 1-15. https://doi.org/10.1080/09571736.2019.1705879 

  • Maican, M.-A. (2020). Benefits of applying the CLIL conceptual framework in business English classes. Bulletin of the Transilvania University of Brasov, Seriels VI: Medical Sciences, 13(2), 191-198. https://doi.org/10.31926/but.es.2020.13.62.2.20 

  • Marsh D., Cinganotto L. (2020). Pedagogical practices for teaching through an additional language in academic contexts, Conference Proceedings, Incte2020, 5th International Conference on Teacher Education Bragança, Portugal.

  • Martínez Agudo, J. d. D. (2020). The impact of CLIL on English language competence in a monolingual context: A longitudinal perspective. Language Learning Journal, 48(1), 36-47. https://doi.org/10.1080/09571736.2019.1610030 

  • Martínez Agudo, J. d. D. (2020). To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain. International Journal of Bilingual Education & Bilingualism, 1-14. https://doi.org/10.1080/13670050.2020.1715916 

  • Martínez-Adrián, M. (2020). ¿los juntamos? A study of L1 use in interactional strategies in CLIL vs. Non-CLIL primary school learners. IRAL: International Review of Applied Linguistics in Language Teaching, 58(1), 1-27. https://doi.org/10.1515/iral-2015-0120 

  • Mearns, T., & Platteel, T. (2020). Exploring teacher support for a content and language integrated modern languages curriculum. Language, Culture & Curriculum, 1-17. https://doi.org/10.1080/07908318.2020.1809665 

  • Mearns, T., de Graaff, R., & Coyle, D. (2020). Motivation for or from bilingual education? A comparative study of learner views in the Netherlands. International Journal of Bilingual Education & Bilingualism, 23(6), 724-737. https://doi.org/10.1080/13670050.2017.1405906 

  • Meier, G. (2020). Supporting peer collaboration and social cohesion in multilingual classrooms: Practical insights from content-based learning contexts. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 165-186). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.011 

  • Mettewie, L., & Mensel, L. V. (2020). Understanding foreign language education and bilingual education in Belgium: A (surreal) piece of cake. International Journal of Bilingual Education & Bilingualism, 1-19. https://doi.org/10.1080/13670050.2020.1768211 

  • Meunier, F., Hendrikx, I., Bulon, A., Van Goethem, K., & Naets, H. (2020). Multinco: Multilingual traditional immersion and native corpus. Better-documented multiliteracy practices for more refined SLA studies. International Journal of Bilingual Education & Bilingualism, 1-18. https://doi.org/10.1080/13670050.2020.1786494 

  • Meyerhöffer, N., & Dreesmann, D. C. (2020). Expert video exchanges in bilingual biology lessons - student's intrinsic motivation and subject-specific interest. Journal of Biological Education (Routledge), 54(3), 315-327. https://doi.org/10.1080/00219266.2019.1575265 

  • Morton, T. (2020). Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1806781 

  • Moscow, G., & Underwood, P. R. (2020). Applying concepts in international relations: The language of causal explanation in high- and low-graded concept-application essays. English for Specific Purposes, 60, 113-126. https://doi.org/10.1016/j.esp.2020.06.002 

  • Nashaat-Sobhy, N., & Llinares, A. (2020). CLIL students’ definitions of historical terms. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1798868 

  • Navarro-Pablo, M., & López Gándara, Y. (2020). The effects of CLIL on L1 competence development in monolingual contexts. Language Learning Journal, 48(1), 18-35. https://doi.org/10.1080/09571736.2019.1656764 

  • Oxbrow, G. (2020). Addressing the language challenge in monolingual CLIL contexts: Stakeholder perspectives in the canary islands. Language Learning Journal, 48(1), 99-114. https://doi.org/10.1080/09571736.2019.1657486 

  • Pfenninger, S. E. (2020). The dynamic multicausality of age of first bilingual language exposure: Evidence from a longitudinal content and language integrated learning study with dense time serial measurements. Modern Language Journal, 104(3), 662-686. https://doi.org/10.1111/modl.12666 

  • Porto, S. M., Marchão, A., & Coelho, T. (2020). Sintaxe musical e a construção de competências musicais na educação de infância - um estudo de caso. Musical syntax and the construction of music skills in early childhood education -- a case study.(26), 93-107. https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=a9h&AN=148281885&site=ehost-live&custid=s2775460 

  • Poveda, D., Giampapa, F., & Relaño-Pastor, A. M. (2020). Gatekeeping the interactional order: Field access and linguistic ideologies in content and language integrated learning–type bilingual education programs in Spanish secondary schools. Qualitative Research, 20(6), 854-873. https://doi.org/10.1177/1468794120909072 

  • Pérez Cañado, M. L. (2020). Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts. Journal Of English For Academic Purposes, 48, N.PAG-N.PAG. https://doi.org/10.1016/j.jeap.2020.100927 

  • Pérez Cañado, M. L. (2020). CLIL and elitism: Myth or reality?. Language Learning Journal, 48(1), 4-17. https://doi.org/10.1080/09571736.2019.1645872 

  • Pérez Gracia, E., Serrano Rodríguez, R., & Carpio, A. J. (2020). Promoting interculture through content and competences within bilingual education: Teachers in action. Intercultural Education, 31(4), 407-426. https://doi.org/10.1080/14675986.2020.1747348 

  • Relaño Pastor, A. M., & Poveda, D. (2020). Native speakerism and the construction of CLIL competence in teaching partnerships: Reshaping participation frameworks in the bilingual classroom. Language & Education, 34(5), 469-487. https://doi.org/10.1080/09500782.2020.1762633 

  • Relaño Pastor, A. M., & Poveda, D. (2020). Native speakerism and the construction of CLIL competence in teaching partnerships: Reshaping participation frameworks in the bilingual classroom. Language & Education: An International Journal, 34(5), 460-478. https://doi.org/10.1080/09500782.2020.1762633 

  • Romanowski, P. (2020). Perceptions of translanguaging among the students and teachers of EMI classrooms in Poland. Percepciones de translaguaging entre estudiantes y profesores de las aulas de emi en polonia.(55), 151-165. 

  • Ruiz de Zarobe, Y., & Smala, S. (2020). Metacognitive awareness in language learning strategies and strategy instruction in CLIL settings. Journal for the Psychology of Language Learning, 2(2), 20-35. https://jpll.org/index.php/journal/article/view/27

  • Rumlich, D. (2020). Bilingual education in monolingual contexts: A comparative perspective. Language Learning Journal, 48(1), 115-119. https://doi.org/10.1080/09571736.2019.1696879 

  • San Isidro, X., & Lasagabaster, D. (2020). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. Language Learning Journal, 1-16. https://doi.org/10.1080/09571736.2020.1724185 

  • Sendur, K. A., van Drie, J., van Boxtel, C., & Kan, K.-J. (2020). Historical reasoning in an undergraduate CLIL course: Students’ progression and the role of language proficiency. International Journal of Bilingual Education & Bilingualism, 1-17. https://doi.org/10.1080/13670050.2020.1844136 

  • Smala, S. (2020). Diversity and transnationalism: The ‘merged curriculum’ approach in bilingual programmes in Australia. In K. Bower, D. Coyle, R. Cross, & G. N. Chambers (Eds.), Curriculum integrated language teaching: CLIL in practice (pp. 93-106). Cambridge University Press. https://doi.org/DOI: 10.1017/9781108687867.007 

  • Tedick, D. J., & Lyster, R. (2019). Scaffolding Language Development in Immersion and Dual Language Classrooms. United Kingdom: Taylor & Francis.

  • Valdés-Sánchez, L., & Espinet, M. (2020). Coteaching in a science-CLIL classroom: Changes in discursive interaction as evidence of an English teacher's science-CLIL professional identity development. International Journal Of Science Education, 42(14), 2426-2452. https://doi.org/10.1080/09500693.2019.1710873 

  • Van Mensel, L., Hiligsmann, P., Mettewie, L., & Galand, B. (2020). CLIL, an elitist language learning approach? A background analysis of English and Dutch CLIL pupils in French-speaking Belgium. Language, Culture & Curriculum, 33(1), 1-14. https://doi.org/10.1080/07908318.2019.1571078 

  • Virdia, S. (2020). The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: Evidence from a counterfactual analysis in Italy. International Journal of Bilingual Education & Bilingualism, 1-17. https://doi.org/10.1080/13670050.2020.1835805 

  • Vázquez, V. P., Lancaster, N., & Callejas, C. B. (2020). Keys issues in developing teachers' competences for CLIL in Andalusia: Training, mobility and coordination. Language Learning Journal, 48(1), 81-98. https://doi.org/10.1080/09571736.2019.1642940 

  • Whittaker, R., & McCabe, A. (2020). Expressing evaluation across disciplines in primary and secondary CLIL writing: A longitudinal study. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1798869 

  • Williams, M. (2020). Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong. International Journal of Bilingual Education & Bilingualism, 1-20. https://doi.org/10.1080/13670050.2020.1754752 

  • Yalçın, Ş., Bayyurt, Y., & Alahdab, B. R. (2020). Triggering effect of CLIL practice on English as a lingua franca awareness. ELT Journal: English Language Teaching Journal, 74(4), 387-397. https://doi.org/10.1093/elt/ccaa044 

  • de Oliveira, L. C., Jones, L., & Smith, S. L. (2020). Interactional scaffolding in a first-grade classroom through the teaching–learning cycle. International Journal of Bilingual Education & Bilingualism, 1. https://doi.org/10.1080/13670050.2020.1798867 

  • van Kampen, E., Meirink, J., Admiraal, W., & Berry, A. (2020). Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of 'ideal' CLIL pedagogies in the Netherlands. International Journal of Bilingual Education & Bilingualism, 23(8), 855-871. https://doi.org/10.1080/13670050.2017.1411332 

JANUARY-DECEMBER 2019

  • Akie, Y. (2019). Practice of CLIL: Applying key principles to FL contexts. 東京経済大学人文自然科学論集 / 東京経済大学人文自然科学研究会 編(144), 85-102.

  • Ahern, A., Whittaker, R., & Sánchez, I. B. (2018). Reading and Writing to Learn: A Principled Approach to Practice in CLIL/Bilingual Classes. e-TEALS, 9(s1), 23-40.

  • Aldrup, M. (2019). 'Well let me put it uhm the other way around maybe': Managing students' trouble displays in the CLIL classroom. Classroom Discourse, 10(1), 46-70.

  • Anna, T. (2019). Students' perceptions on CLIL implementation in China, Japan and Indonesia. 鹿児島純心女子短期大学研究紀要(49), 31-58.

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  • Zaripova, R., Salekhova, L., Grigoriev, S., & Grigorieva, K. (2019). Increasing academic motivation through integrated language and content learning (CLIL) and information and communication technologies mediated by the constructivist approach. Aumento de la motivación académica a través del Aprendizaje Integrado de Lenguaje y Contenido (CLIL) y las Tecnologías de la Información y las Comunicaciones mediadas por el enfoque constructivista., 6, 1.

  • Алексиева, Н. (2019). Content and language integrated learning (CLIL). Vocational Education, 21(1), 87.

  • 伊藤, 真., & フェラン・ガリシア, ジ. (2019). 中学校の音楽科授業における内容言語統合型学習(CLIL)の実践: 器楽合奏を事例として

  • 王靖雯 / Ching-Wen, W. (2019). 故事創作引導成語學習：一個「課立優」的教學示例 / learning Chinese idioms via storytelling: A CLIL-based approach. 臺灣華語教學研究 / Taiwan Journal of Chinese as a Second Language(18), 53.

  • 吉田, 美. (2019). Clil要素を取り入れたアクティブラーニングの充実: デジタルエクスチェンジを通したアウトプット活動. 日本私学教育研究所紀要(55), 117-120.

  • 傑穎奧頓 / Jane, O., & 林彤 / Tong, L. (2019). 內容語言整合中的遊戲設計：應用「可見的學習」理論框架 / designing games in content and language integrated learning: Using a visible learning framework. 臺灣華語教學研究 / Taiwan Journal of Chinese as a Second Language(18), 105.

  • 綱島, 珠., & 山下, 理. (2019). 日本文化の英語による内容言語統合型学習(CLIL)の実践と可能性

  • 松尾, 由. (2019). 日本の中学校英語授業におけるclil: 言語と教科の到達目標を明確にした単元試案

  • 清田, 洋. (2019). 海外調査報告 トリノおよびその周辺の学校におけるclilの授業見学報告. Language teacher education : JACETSIG-ELE journal = 言語教師教育 : JACET教育問題研究会会誌(1), 152-159.

  • 陳振宇 / Jenn-Yeu, C. (2019). 以語言學習的生態學習理論建構「內容語言整合學習」的理論基礎 / the ecological perspective on language learning as a theoretical basis of content and language integrated learning (CLIL). 臺灣華語教學研究 / Taiwan Journal of Chinese as a Second Language(18), 5.

  • 陳振宇 / Jenn-Yeu, C. (2019). 特約主編序：內容語言整合學習 / content and language integrated learning, CLIL. 臺灣華語教學研究 / Taiwan Journal of Chinese as a Second Language(18), 1.

  • 陳美瑩, & 盧佩芊. (2019). 臺灣新移民傳承語言教學：以越南語聲調教學為例. (Chinese). The Language Teaching and Learning for the Heritage Languages in Taiwan: Example of Tone Teaching of the Vietnamese Language. (English)(306), 52.

  • 二五, 義., & 伊藤, 耕. (2019). 高専1年生に対する体育clilの可能性(2)英語を使用したバレーボールの授業を事例として

  • 柳, 朱. (2019). 韓国・朝鮮語プレゼンテーション授業におけるclil教授法の応用と評価

  • 柳川, 浩. (2019). Clil型授業が学習者の情動に与える影響: 言語不安の変容と心理欲求の充足

  • 李彩連 / Tsai-Lien, L. (2019). 內容語言整合學習的商務華語課程設計：以「讀財報買股票」為例 / teaching business Chinese with a CLIL-based approach: A lesson plan on financial statements reading. 臺灣華語教學研究 / Taiwan Journal of Chinese as a Second Language(18), 37.

  • 劉欣旻 / Hsin-min, L., & 鄭涵予 / Han-Yu, C. (2019). 探究學科內容與語言整合教學能力：clil教師專業能力分析 / a systematic analysis of CLIL teachers' professional competences. 學校行政(122), 141.

  • 劉欣旻, & 鄭涵予. (2019). 探究學科內容與語言 整合教學能力： clil教師專業能力分析. (Chinese). A Systematic Analysis of CLIL Teachers’ Professional Competences. (English)(122), 141.

  • 林素菁 / Su-Jing, L. (2019). 內容與語言整合學習模式之古典文學教學示例：以《詩經．子衿》為例 / a content and language integrated learning approach to the design of lessons for classical Chinese literature: The case of zijin of the book of songs. 臺灣華語教學研究 / Taiwan Journal of Chinese as a Second Language(18), 85.

  • 廣康, 好., & 北村, 亜. (2019). フランス語入門レベルにおけるclilの試み. Rencontres(33), 92-96.

Pre-July 2018 archived list of publications

JULY-DECEMBER 2018

  • 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. (2018). Building a Bridge Between CLIL and Learning Technologies: Lessons Learnt from Three Sessions of a Training Experience, in Mosaic • Vo. 12 • No. 2 • Summer 2018 • ISSN 1195-7131.

  • 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.

  • Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2018). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism, 1-18.   

  • 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.

  • 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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