Journal of Immersion and Content-Based Language Education
Volume 7, Issue 1 (2019)
2019. iii, 149 pp.
Publishing status: Available
Published online on 28 February 2019
Published online on 28 February 2019
© John Benjamins Publishing Company
Table of Contents
- Editorialpp. 1–3
- Capturing technical terms in spoken CLIL: A holistic model for identifying subject-specific vocabularyAngelika Rieder-Bünemann, Julia Hüttner & Ute Smit | pp. 4–29
- Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history educationChristiane Dalton-Puffer & Silvia Bauer-Marschallinger | pp. 30–60
- The intersection of language ideologies and language awareness among in-service teachers of emergent bilingualsKristen Lindahl & Kathryn I. Henderson | pp. 61–87
- Crossing over: Professional development opportunities with preservice teachers and public school students in dual-language classroomsAnita Hernández, Sylvia Bonscher, Patricia Recio, Johanna Esquivel & Melissa Hererra | pp. 88–114
- EMI teacher and student identities and linguistic practices: Tracing classroom tensions in a teacher development processJoan Catherine Ploettner | pp. 115–141
- Ana Llinares & Tom Morton (Eds.). 2017. Applied Linguistics Perspectives on CLILReviewed by Francisco Lorenzo | pp. 142–145
- BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer & Åsa Wedin (Eds.). 2017. New Perspectives on Translanguaging and EducationReviewed by Kevin S. Carroll | pp. 146–149
Articles
Book reviews