Journal of Immersion and Content-Based Language Education

Volume 1, Issue 1 (2013)

2013. iii, 165 pp.

Publishing status: Available
Published online on 8 March 2013

https://doi.org/10.1075/jicb.1.1

Table of Contents

Editorial	1–2
Invited articles
Two case studies of content-based language education Fred Genesee and Kathryn Lindholm-Leary	3–33
Indigenous immersion education: International developments Stephen May	34–69
CLIL classroom discourse: Research from Europe Tarja Nikula, Christiane Dalton-Puffer and Ana Llinares	70–100
A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate Merrill Swain and Sharon Lapkin	101–129
Perspectives on New Research
Towards a cross-linguistic pedagogy: Biliteracy and reciprocal learning strategies in French immersion Susan Ballinger	131–148
On mature reflection: Commentary on Ballinger dissertation summary Tina M. Hickey	149–154
Commentary on Ballinger dissertation summary Stella Kong	155–158
Book Reviews
Review of Llinares, Morton & Whittaker (2012): The Roles of Language in CLIL David Marsh	159–162
Review of Reyes & Crawford (2012): Diary of a Bilingual School: How a Constructivist Curriculum, a Multicultural Perspective, and a Commitment to Dual Immersion Education Combined to Foster Fluent Bilingualism in Spanish-and English-Speaking Children Reviewed by Ester J. de Jong	163–165

Cited by (1)

Cited by one other publication

Pollard-Durodola, Sharolyn D., Jorge E. Gonzalez, Laura Saenz, Denise Soares, Heather S. Davis, Nora Resendez & Leina Zhu

2022. The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes. Early Education and Development 33:7 ► pp. 1175 ff.

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