Introduction: instructional practices and teacher development in CLIL and immersion school settings
Roy Lyster, Yolanda Ruiz de Zarobe
págs. 273-274
Tom Morton
págs. 275-286
Negotiating political positions: subject-specific oral language use in CLIL classrooms
Julia Hüttner, Ute Smit
págs. 287-302
Diane J. Tedick, Amy I. Young
págs. 303-318
Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?
Yolanda Ruiz de Zarobe, Victoria Zenotz Iragi
págs. 319-331
Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey
Laurent Cammarata, Corey Haley
págs. 332-348
Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)
Do Coyle, Ana María Halbach, Oliver Meyer, Kevin Schuck
págs. 349-365
Searching for identity and focus: towards an analytical framework for language teachers in bilingual education
Liz Dale, Ron Oostdam, Marjolijn Verspoor
págs. 366-383
Postscriptum: research pathways in CLIL/Immersion instructional practices and teacher development
Christiane Dalton-Puffer
págs. 384-387