Special issue: designing multilingual and multimodal CLIL frameworks for EFL students
Yuen Yi Lo, Angel M. Y. Lin
págs. 261-269
How much L1 is too much?: teachers' language use in response to students' abilities and classroom interaction in Content and Language Integrated Learning
Yuen Yi Lo
págs. 270-288
"May I speak Cantonese?": co-constructing a scientific proof in an EFL junior secondary science classroom
Angel M. Y. Lin, Yanming Wu
págs. 289-305
Linguistic challenges in the mathematical register for EFL learners: linguistic and multimodal strategies to help learners tackle mathematics word problems
Simon Chan
págs. 306-318
Nicole Judith Tavares
págs. 319-335
Discussion: L1 as semiotic resource in content cum L2 learning at secondary level - empirical evidence from Hong Kong
David C.S. Li
págs. 336-344
Discussion: some reflections on content-based education in Hong Kong as part of the paradigm shift
Miren Jasone Cenoz Iragui
págs. 345-351
Teaching and learning in multilingual contexts: sociolinguistic and educational perspectives
Pia Resnik (res.)
Es reseña de:
Teaching and learning in multilingual contexts: sociolinguistic and educational perspectives
Agnieszka Otwinowska (ed. lit.), Gessica De Angeli (ed. lit.)
Bristol : Multilingual Matters, 2014
págs. 352-355
Dual language instruction from A to Z: practical guidance for teachers and administrators
Liana Appelt (res.)
Es reseña de:
Dual language instruction from A to Z: practical guidance for teachers and administrators
Else Hamayan, Fred Genesee, Nancy Cloud
Portsmouth : Heinemann, 2013
págs. 355-357
Memory, language, and bilingualism: theoretical and applied approaches
Susan Samata (res.)
Es reseña de:
Memory, language, and bilingualism: theoretical and applied approaches
Jeanette Altarriba (ed. lit.), Ludmila Isurin (ed. lit.)
Cambridge : Cambridge University Press, 2013
págs. 357-360