2024. Integrating 5E Model with Planned-Incidental Grammar Teaching Approach to enhance grammar competency of eighth-grade Odia medium school students, in a time-sensitive manner. Asian-Pacific Journal of Second and Foreign Language Education 9:1
Ní Ríordáin, Máire, Craig Neville & Megan Daly
2024. Language-responsive mathematics teaching and AEN learners in a CLIL context. Frontiers in Education 9
Tsou, Wenli, Angel M. Y. Lin & Fay Chen
2024. Co-journeying with ChatGPT in tertiary education: identity transformation of EMI teachers in Taiwan. Language, Culture and Curriculum 37:4 ► pp. 529 ff.
Andryukhina, T. V.
2023. Cognitive research in pedagogy: conceptual metaphor in CLIL-economics. Linguistics & Polyglot Studies 9:2 ► pp. 103 ff.
Bauer-Marschallinger, Silvia, Christiane Dalton-Puffer, Helen Heaney, Lena Katzinger & Ute Smit
2023. CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism 26:9 ► pp. 1050 ff.
Llinares, Ana
2023. Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism 26:5 ► pp. 658 ff.
Martínez-León, Natalia
2023. Constructing Pre-primary CLIL in Mexico. Policy Analysis and Teachers’ Perspectives. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ], ► pp. 263 ff.
2021. Oral Corrective Feedback in Content-Based Contexts. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, ► pp. 539 ff.
Martínez-Agudo, Juan de Dios
2019. To what extent can CLIL learners’ oral competence outcomes be explained by contextual differences? Updated empirical evidence from Spain. Southern African Linguistics and Applied Language Studies 37:1 ► pp. 27 ff.
Rieder-Bünemann, Angelika, Julia Hüttner & Ute Smit
Rieder-Bünemann, Angelika, Julia Hüttner & Ute Smit
2022. ‘Who would have thought that I’d ever know that!’: subject-specific vocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism 25:9 ► pp. 3184 ff.
Hüttner, Julia & Ute Smit
2018. Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21:3 ► pp. 287 ff.
Jaidev, Radhika & Peggie Chan
2018. Embedding communication in the disciplines: a tale of two faculties. Innovation in Language Learning and Teaching 12:3 ► pp. 199 ff.
Lo, Yuen Yi, Angel M. Y. Lin & Tracy C. L. Cheung
2018. Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach. In Global Developments in Literacy Research for Science Education, ► pp. 79 ff.
Merino, Jon Ander & David Lasagabaster
2018. The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics 28:1 ► pp. 18 ff.
O Ceallaigh, Tadhg, Siobhán Ní Mhurchú & Déirdre Ní Chróinín
2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1 ► pp. 133 ff.
Cenoz, Jasone
2015. Content-based instruction and content and language integrated learning: the same or different?. Language, Culture and Curriculum 28:1 ► pp. 8 ff.
Cenoz, Jasone & Durk Gorter
2015. Minority Languages, State Languages, and English in European Education. In The Handbook of Bilingual and Multilingual Education, ► pp. 473 ff.
Gallardo del Puerto, Francisco & María Martínez Adrián
2015. The use of oral presentations in Higher Education: CLIL vs. English as a foreign language. Pulso. Revista de educación :38 ► pp. 73 ff.
Llinares, Ana & Irene Pascual Peña
2015. A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education 29:1 ► pp. 15 ff.
Lo, Yuen Yi
2015. How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism 18:3 ► pp. 270 ff.
Lo, Yuen Yi
2020. Introduction. In Professional Development of CLIL Teachers, ► pp. 3 ff.
Muñoz, Carmen
2015. Time and Timing in CLIL: A Comparative Approach to Language Gains. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 87 ff.
Ruiz de Zarobe, Yolanda
2015. The Effects of Implementing CLIL in Education. In Content-based Language Learning in Multilingual Educational Environments [Educational Linguistics, 23], ► pp. 51 ff.
Yang, Wenhsien
2015. Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism 18:4 ► pp. 361 ff.
Hu, Guangwei & Jun Lei
2014. English-medium instruction in Chinese higher education: a case study. Higher Education 67:5 ► pp. 551 ff.
Pérez-Cañado, María Luisa
2012. CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism 15:3 ► pp. 315 ff.
Dalton-Puffer, Christiane
2011. Content-and-Language Integrated Learning: From Practice to Principles?. Annual Review of Applied Linguistics 31 ► pp. 182 ff.
This list is based on CrossRef data as of 6 march 2026. 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.
