Journal of Immersion and Content-Based Language Education
Volume 12, Issue 2 (2024)
2024. iii, 145 pp.
Publishing status: Available
Published online on 3 October 2024
Published online on 3 October 2024
© John Benjamins Publishing Company
Table of Contents
- Cognitive processes and strategies of bilingual students when attempting assessments in an L2Xing San Teng, Janet Hsiao & Yuen Yi Lo | pp. 135–161
- The impact of adjunct instruction on EFL academic writing at universityHelena Roquet Pugès, Noelia Navarro Gil & Florentina Nicolás-Conesa | pp. 162–191
- Fluctuating cognitive benefits in children attending early bilingual immersive instructionCristina-Anca Barbu, Sophie Gillet & Martine Poncelet | pp. 192–220
- The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiencyTakanori Sato | pp. 221–248
- Sociocultural dynamics of learners’ emotions in a Chinese English-medium instruction contextYouzhi Sun | pp. 249–270
- María J. de la Fuente (editor). 2022. Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level CurriculaReviewed by Araceli Salas | pp. 271–274
- Do Coyle, Oliver Meyer & Sussane Staschen-Dielmann (editors). 2023. A Deeper Learning Companion for CLIL. Putting Pluriliteracies into PracticeReviewed by Patricia Carabelli | pp. 275–279
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