Journal of Immersion and Content-Based Language Education
Volume 9, Issue 1 (2021)
2021. iii, 154 pp.
Publishing status: Available
Published online on 11 May 2021
Published online on 11 May 2021
© John Benjamins Publishing Company
Table of Contents
- Editorialpp. 1–3
- Are CLIL texts too complicated? A computational analysis of their linguistic characteristicsAmaia Aguirregoitia Martinez, Kepa Bengoetxea Kortazar & Itziar Gonzalez-Dios | pp. 4–30
- Does CLIL promote intercultural sensitivity? A case-study in Belgian CLIL and non-CLIL secondary schoolsKatja Lochtman | pp. 31–57
- Foreign language motivation in primary education students: The effects of additional CLIL and genderFrancisco Gallardo-del-Puerto & Zeltia Blanco-Suárez | pp. 58–84
- Sketching a motivational landscape: Motivational variation within bilingual secondary education in the NetherlandsTessa Mearns & Nivja de Jong | pp. 85–111
- Phonological development in Spanish immersion: A comparison of programmatic contextMandy R. Menke | pp. 112–144
- Kumiko Murata (Ed.). 2019. English-Medium Instruction from an English as a lingua franca perspectiveReviewed by Samantha M. Curle | pp. 145–149
- Liss Kerstin Sylvén (Ed.). 2019. Investigating content and language integrated learning. Insights from Swedish high schoolsReviewed by Dominik Rumlich | pp. 150–154
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