Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner’s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
“Few people have as much experience with content-based language classrooms, particularly immersion classrooms, as Roy Lyster. His experience comes from teaching and researching French immersion programs, and many years of being a scholar and teacher educator in applied linguistics. The result is a highly readable and useful book, rooted in practice, research and theory.”
Merrill Swain,Ontario Institute for Studies in Education, University of Toronto
“This should be compulsory reading for anyone interested in language learning in content-based second language contexts. Lyster has provided a comprehensive and insightful analysis of language teaching and learning in CB classrooms that will be of interest to researchers, university students, and education practitioners alike. It is not only an indispensable reference work for researchers, but also a useful textbook for students interested in second language learning in classroom contexts.”
2026. EFFECT OF A CLIL TEACHER TRAINING COURSE ON THREE DIMENSIONS OF CLIL PROFESSIONAL COMPETENCE. Encuentro Journal 34 ► pp. 30 ff.
Flynn, Edward P.
2026. Strategy 3: Adapting Content and Language Integrated Learning to Support Cross-age Teaching and CEFR Examinations. In Cross-age Teaching and Plurilingualism, ► pp. 203 ff.
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2026. The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English. Language Teaching Research 30:3 ► pp. 1481 ff.
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2026. Simultaneous teaching of a foreign language and a native minority language through serious video game: a revitalization perspective. International Journal of Bilingual Education and Bilingualism 29:2 ► pp. 242 ff.
Boggio-López, Enzo & Francesca Costa
2025. Exploring language-related episodes (LREs) in English-medium instruction (EMI) from a translanguaging and multimodal perspective. Journal of Multilingual and Multicultural Development 46:5 ► pp. 1510 ff.
Chen, Shane
2025. A Framework of Multilingual Conversion Errors: A Crosslinguistic Mediation Model in Teaching Chinese as a Second Language. Sage Open 15:4
Davari, Hossein, Ghodrat Hassani, Abutaleb Iranmehr & Amir Ghorbanpour
2025. Environmental Communication Through Language Education: Iranian Teachers’ Perceptions on Integrating Environmental Communication Pedagogy into English Language Teaching. Environmental Communication 19:7 ► pp. 1342 ff.
Delgado-Garza, Paloma & María del Pilar García Mayo
2025. Setting them up for (grammatical) success: on the impact of metalinguistic explanations on young learners’ metalinguistic awareness and language learning aptitude. Language Awareness 34:4 ► pp. 817 ff.
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2025. Enhancing young EFL learners’ written skills: the role of repeated pre-task planning. International Review of Applied Linguistics in Language Teaching 63:2 ► pp. 1421 ff.
Iglesias-Diéguez, Kevin & María Martínez-Adrián
2025. At the Crossroad Between Form-Focused Instruction (FFI) and Language-Analytic Ability: A Study on Metalinguistic Explanations and the Acquisition of Explicit Knowledge of the L3 English Possessive Determiners His/Her. In Investigating Attention to Form and Individual Differences:Research with EFL Children [Second Language Learning and Teaching, ], ► pp. 29 ff.
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2025. Bilingual Arts Practice, Frameworks and Possibilities. International Journal of Art & Design Education
2025. Enhancing Accuracy Through Model Texts: Long-Term Effects on EFL Children's Oral Interaction. In Investigating Attention to Form and Individual Differences:Research with EFL Children [Second Language Learning and Teaching, ], ► pp. 155 ff.
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2025. Perspectives on the Role of Oral Corrective Feedback in Developing English Language Acquisition. SSRN Electronic Journal
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2025. The Role of Peer Networking in Teacher Development. Analele Universității din Craiova seria Philology- English /Annals of the University of Craiova series Philology-English' 2025 ► pp. 64 ff.
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2025. Editorial: CLIL beyond the frontiers. Frontiers in Education 10
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2025. A comparative study of CLIL implementation in upper secondary school in Sweden and students’ development of L2 English academic vocabulary. Language Teaching Research 29:1 ► pp. 7 ff.
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2025. CLILing and Multiliteracing with very young learners: The case of English language‐enriched programme in Greek preschool. The Curriculum Journal 36:3 ► pp. 435 ff.
Qizi, Bekniyozova Zarina Rashid
2025. Integrating Content and Language: The Role of CLIL in Foreign Language Instruction. International Journal of Innovative Science and Research Technology► pp. 1681 ff.
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2025. Learning Irish and learning through Irish: a child’s perspective. The Language Learning Journal 53:2 ► pp. 250 ff.
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2025. CLIL-Related Benefits for General EFL Proficiency. In The Cambridge Handbook of Multilingual Education, ► pp. 190 ff.
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2025. The Nature of Integration in Physical Education Through CLIL: An Analysis of Cognitive Discourse Functions. Journal of Language, Identity & Education 24:1 ► pp. 148 ff.
Austin, Jennifer, Patrick D. Thane, Stephanie A. Rodríguez & Michele Goldin
2024. The comprehension of clitic gender in child heritage and second language Spanish: evidence from a dual language program. Frontiers in Language Sciences 3
Ballinger, Susan, Laurent Cammarata, Marianne Barker & Lana Zeaiter
2024. Teacher content-language awareness in Canadian immersion teacher education programs. Language Awareness 33:4 ► pp. 772 ff.
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
Carabelli, Patricia
2024. Becoming a Content and Language Integrated Learning Specialist: Exploring the Voices of English Language Teachers in Uruguay. In Content and Language Integrated Learning in South America [Multilingual Education, 46], ► pp. 205 ff.
Chen, Mengyao, Jiahang Li & Yongling Zhang Gorke
2024. Chinese Immersion Teachers in the U.S.: Perceptions and Needs in Their Teacher Preparation Programs. Education Sciences 14:8 ► pp. 878 ff.
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2024. Teaching English as a Second Language with Shakespeare,
D'Eugenio, Daniela
2024. How to Facilitate the Comprehension and Creative Interpretation of Literary Texts through Interactive Maps: Igiaba Scego's Prestami le ali and ArcGIS StoryMaps
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2024. Preservice teachers learning to integrate language within content instruction in dual language classrooms. Journal of Multilingual and Multicultural Development 45:9 ► pp. 3712 ff.
Gebhard, Christian Alexander
2024. Fremdsprachenunterricht im digitalen Lernraum: Internationalisierung zu Hause. In Medien-Räume [Perspektiven der Hochschuldidaktik, ], ► pp. 61 ff.
Huang, Dori & Johanna Watzinger‐Tharp
2024. The use of cohesive devices as proficiency level discriminators in Chinese DLI learners' writing. Foreign Language Annals 57:2 ► pp. 472 ff.
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2024. Introduction. In Curriculum and Teaching in Primary CLIL in Taiwan, ► pp. 3 ff.
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2024. Enhancing Syntactic Competency Of Engineering Students In English Using CLIL. Journal of Advanced Zoology 45:S1 ► pp. 116 ff.
Nicoleta Florina, Mincă
2024. Conversation through Dramatic Games. Analele Universității din Craiova seria Philology- English /Annals of the University of Craiova series Philology-English' 2024 ► pp. 90 ff.
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2024. ‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers. Teacher Development 28:4 ► pp. 475 ff.
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2024. Language-responsive mathematics teaching and AEN learners in a CLIL context. Frontiers in Education 9
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2024. Teacher language awareness for CLIL in multilingual settings: insights from across UK and Dutch primary classrooms. Language Awareness 33:4 ► pp. 793 ff.
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2024. Achievement Effects of Dual Language Immersion in One-Way and Two-Way Programs: Evidence from a Statewide Expansion. The B.E. Journal of Economic Analysis & Policy 24:4 ► pp. 1101 ff.
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2024. A Scoping Review of Content-and-Language Integrated Learning. Frontiers in Science and Engineering 4:7 ► pp. 1 ff.
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2024. Constructing the Ideological and Political Education Teaching Model of College English Course Based on the CBI Concept. Advances in Education 14:11 ► pp. 353 ff.
Azparren-Legarre, María Paz & María Camino Bueno-Alastuey
2023. Perceived Constraints of Contextual Factors on CLIL Teachers’ Effectiveness: Effect of a Training Course. Latin American Journal of Content & Language Integrated Learning 15:2 ► pp. 1 ff.
2023. Learning in Two Languages. In Handbook of Research on Training Teachers for Bilingual Education in Primary Schools [Advances in Early Childhood and K-12 Education, ], ► pp. 208 ff.
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2023. Teachers as designers of learning in diverse, bilingual classrooms in England: an ADiBE case study. International Journal of Bilingual Education and Bilingualism 26:9 ► pp. 1031 ff.
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2023. Vers le développement de la conscience métalinguistique des futurs enseignants de L2, LN et LNN. Folios :57 ► pp. 36 ff.
Felicetti, Vera Lucia, Maria Luisa Spicer-Escalante, Renato de Oliveira Brito & Alexandre Anselmo Guilherme
2023. Internacionalização na Educação Básica do Brasil: desafios na formação docente. Revista Iberoamericana de Educación 93:1 ► pp. 33 ff.
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2023. Language and Content Learning Through Oracy at Pre-primary Education and in CLIL-Based Contexts. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ], ► pp. 297 ff.
Hermes, Mary Rose, Mel M. Engman, Meixi & James McKenzie
2023. Relationality and Ojibwemowin†in Forest Walks: Learning from Multimodal Interaction about Land and Language. Cognition and Instruction 41:1 ► pp. 1 ff.
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2023. Content teachers’ and lecturers’ corrective feedback in EMI classes in high school and university settings. Studies in Second Language Learning and Teaching 13:2 ► pp. 451 ff.
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2023. Becoming a French Second Language Teacher. Second Language Teacher Education 2:1 ► pp. 21 ff.
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2023. Systemic functional linguistics: the perfect match for content and language integrated learning. International Journal of Bilingual Education and Bilingualism 26:3 ► pp. 245 ff.
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
2023. Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?. Irish Educational Studies 42:1 ► pp. 39 ff.
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2024. SIOF. Journal of Immersion and Content-Based Language Education 12:1 ► pp. 75 ff.
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2023. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners. International Review of Applied Linguistics in Language Teaching 61:3 ► pp. 1197 ff.
2023. CLIL as a conduit for a trilingual Kazakhstan. The Language Learning Journal 51:6 ► pp. 691 ff.
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2023. Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser. Folia Scandinavica Posnaniensia 33 ► pp. 14 ff.
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2021. Finska språkbadselevers bruk av svensk passiv. Nordand 16:1 ► pp. 36 ff.
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2023. Análisis del discurso en el aula AICLE: Estrategias lingüísticas y pedagógicas empleadas. NABE Journal of Research and Practice 13:1-2 ► pp. 44 ff.
2023. Syntactic complexity and connector use in the summary writing of L1 and L2 Canadian students. Journal of French Language Studies 33:2 ► pp. 197 ff.
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2023. Entering the Field: Teachers Doing Research in Indigenous Classrooms. In Multiliteracies Pedagogy and Language Teaching [Educational Linguistics, 60], ► pp. 3 ff.
Tachaiyaphum, Nutthida, Laura Gurney & Nicola Daly
2023. ‘Definitions did not effectively help my students’: Pre-service teachers’ language modification strategies in Thai language-driven CLIL classrooms. Language Teaching Research
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2023. Elementary School First Graders’ Acquisition of Productive L2 French Grammar in Regular and CLIL Programs. Languages 8:2 ► pp. 138 ff.
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2023. Integration of Resilience Training and English Training through a Lens of Social Constructionism. Journal of Creativity in Mental Health 18:3 ► pp. 349 ff.
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2023. Changing teacher educator cognition within a collaborative teacher education programme for CLIL: A case study in China. Language Teaching Research
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2023. Early Literacy Development and Pre-primary CLIL. In Handbook of CLIL in Pre-primary Education [Springer International Handbooks of Education, ], ► pp. 315 ff.
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2022. Incidental Lexical Learning and the Involvement Load Hypothesis. In Writing to Learn Academic Words [Second Language Learning and Teaching, ], ► pp. 21 ff.
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2022. Empowering the Voices of Young Multilingual Learners in the ESL Classroom. In Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication [Advances in Educational Technologies and Instructional Design, ], ► pp. 362 ff.
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2022. Research into practice: CLIL in South America. Language Teaching 55:3 ► pp. 379 ff.
2022. Pedagogical Strategies to Foster Target Language Use: A Nexus Analysis. The Canadian Modern Language Review 78:1 ► pp. 75 ff.
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2022. Language Education and Teacher Awareness. In International Handbook on Education Development in Asia-Pacific, ► pp. 1 ff.
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2022. The monolingual bias. Journal of Immersion and Content-Based Language Education 10:2 ► pp. 153 ff.
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2022. Yabancı dil eğitiminde içerik temelli öğretim modeli ve eylem odaklı yaklaşım. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi :29 ► pp. 815 ff.
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2022. TURKISH EFL PRE-SERVICE TEACHERS’ ORAL CORRECTIVE FEEDBACK PRACTICES. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi :24 ► pp. 127 ff.
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2022. SPECIFIC FEATURES OF THE ORGANIZATIONAL MODELS OF SPECIALTY BASED INTEGRATED LEARNING INTRODUCED IN UKRAINE. Grail of Science :12-13 ► pp. 575 ff.
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2022. Gamifying CLIL. In Handbook of Research on International Approaches and Practices for Gamifying Mathematics [Advances in Game-Based Learning, ], ► pp. 1 ff.
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2022. A Case Study of EMI Teachers’ Professional Development: The Impact of Interdisciplinary Teacher Collaboration. RELC Journal 53:3 ► pp. 642 ff.
2022. Developing language-aware immersion teacher education: identifying characteristics through a study of immersion teacher socialisation. International Journal of Bilingual Education and Bilingualism 25:4 ► pp. 1324 ff.
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2022. Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study. Language Learning in Higher Education 12:1 ► pp. 309 ff.
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2022. In it Together: Teachers, Researchers, and Classroom SLA. The Modern Language Journal 106:3 ► pp. 635 ff.
2022. The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum 35:1 ► pp. 36 ff.
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2021. EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University. Latin American Journal of Content & Language Integrated Learning 13:2 ► pp. 215 ff.
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2021. In Search of Methodology for English Medium Instruction. Cultural-Historical Psychology 17:3 ► pp. 42 ff.
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2021. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness 30:1 ► pp. 1 ff.
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2021. Towards a professional development tool for teachers of English in bilingual streams: the dynamics of beliefs and practices. International Journal of Bilingual Education and Bilingualism 24:9 ► pp. 1288 ff.
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2021. Task-Based Language Teaching: Early Days, Now and into the Future. In Task-Based Language Teaching and Assessment, ► pp. 39 ff.
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2021. Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria. European Journal of Educational Research volume-11-2022:volume-11-issue-1-january-2022 ► pp. 573 ff.
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2021. Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 1 ff.
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2022. Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs. In Handbook of Early Language Education [Springer International Handbooks of Education, ], ► pp. 83 ff.
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2021. Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms. Language Awareness 30:1 ► pp. 42 ff.
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2021. Focus on Language in CBI: How Teacher Trainees Work with Language Objectives and Language-Focused Activities in Content-Based Lessons. In Teaching Language and Content in Multicultural and Multilingual Classrooms, ► pp. 97 ff.
2021. L’École, planche de salut du breton ?. Glottopol :35
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Mayo, Maria del Pilar García & Ruth Milla
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2024. Beyond accuracy: The development of syntactic complexity in middle school Spanish immersion. Foreign Language Annals 57:3 ► pp. 844 ff.
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2021. Language in CLIL settings: research overview. Językoznawstwo :14 ► pp. 223 ff.
Neumayer DePiper, Jill, Josephine Louie, Johannah Nikula, Pamela Buffington, Peter Tierney-Fife & Mark Driscoll
2021. Promoting teacher self-efficacy for supporting English learners in mathematics: effects of the Visual Access to Mathematics professional development. ZDM – Mathematics Education 53:2 ► pp. 489 ff.
Nyqvist, Eeva-Liisa & Sinikka Lahtinen
2021. Grammatical gender in L2 Swedish in Finnish-speaking immersion students: A comparison with non-immersion students. Nordic Journal of Linguistics 44:3 ► pp. 281 ff.
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2021. Feasacht teanga an mhúinteora ábhair iarbhunscoile sa tumoideachas: dearcthaí, eispéiris agus tuairimí múinteoirí ábhair i nGaelcholáistí. COMHARTaighde :7
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2021. L’influence du Cadre européen commun de référence pour les langues (2001) sur l’enseignement du français langue seconde au niveau universitaire au Canada. La Revue de l’AQEFLS 33:1 ► pp. 35 ff.
Sushyni Kothuri & R.Nageswari
2021. ‘The Missing Ingredient’: Vocabulary Enhancement through Activities. Journal of English Language Teaching 63:2 ► pp. 30 ff.
WATZINGER–THARP, JOHANNA, DOUGLAS S. THARP & FERNANDO RUBIO
2021. Sustaining Dual Language Immersion: Partner Language Outcomes in a Statewide Program. The Modern Language Journal 105:1 ► pp. 194 ff.
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2021. Developing potentiality: pre-service elementary teachers as learners of language immersion teaching. International Journal of Bilingual Education and Bilingualism 24:4 ► pp. 515 ff.
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2019. Comhtháthú an ábhair agus na teanga i gcomhthéacs an tumoideachais: múinteoirí faoi oiliúint i mbun éabhlóide tríd an Staidéar Ceachta. COMHARTaighde :5
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2020. Intercultural Communication and Language Pedagogy,
Alfonso Pena, Celia & Elisabet Pladevall-Ballester
2020. Teachers’ classroom practices to achieve integration of content and language in CLIL. NABE Journal of Research and Practice 10:3-4 ► pp. 94 ff.
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2020. From EMI to ICLHE. In Teacher Training for English-Medium Instruction in Higher Education [Advances in Higher Education and Professional Development, ], ► pp. 179 ff.
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2020. Stakeholders’ Perceptions over the Integration of CLIL and Museum Education and Methodological Implications
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2020. Pronunciation Instruction: Background, Techniques and Relevant Studies. In Pronunciation Instruction in English for Academic Purposes [Second Language Learning and Teaching, ], ► pp. 9 ff.
Lacabex, Esther Gomez & Francisco Gallardo-del-Puerto
2020. Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL. International Review of Applied Linguistics in Language Teaching 58:4 ► pp. 419 ff.
2024. The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners. International Review of Applied Linguistics in Language Teaching 62:4 ► pp. 1485 ff.
2020. English Medium Instruction: Disintegrating Language and Content?. In Integrating Content and Language in Multilingual Universities [Educational Linguistics, 44], ► pp. 15 ff.
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2020. The Effectiveness of Implicit and Explicit Instruction on German L2 Learners’ Pronunciation. Die Unterrichtspraxis/Teaching German 53:1 ► pp. 1 ff.
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2020. Spoken grammar practice in CALL: The effect of corrective feedback and education level in adult L2 learning. Language Teaching Research 24:5 ► pp. 714 ff.
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2020. A Canadian Perspective: French Language Learning. International Journal of Educational Reform 29:4 ► pp. 311 ff.
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2019. Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study. Latin American Journal of Content & Language Integrated Learning 12:1 ► pp. 18 ff.
2019. Constructing Cognitive Discourse Functions in Secondary CLIL Classrooms in Spain. In Content and Language Integrated Learning in Spanish and Japanese Contexts, ► pp. 237 ff.
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2019. L’enseignement des traités autochtones dans une classe d’immersion française. L’apprentissage des thèmes reliés à la réconciliation dans un contexte français minoritaire. Cahiers franco-canadiens de l'Ouest 31:1 ► pp. 109 ff.
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2019. The Applicability of Picturebooks to Teach English as a Foreign Language. In Teaching Literature and Language Through Multimodal Texts [Advances in Linguistics and Communication Studies, ], ► pp. 93 ff.
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2019. Task Repetition and Corrective Feedback: The Role of Feedback Types and Structure Saliency. English Teaching & Learning 43:2 ► pp. 213 ff.
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