Introduction: L1 use in content-based and CLIL settings
María Martínez Adrián, María Juncal Gutiérrez Mangado, Francisco Gallardo del Puerto
págs. 1-4
Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms
Angel M. Y. Lin
págs. 5-16
‘Time for una pregunta’: understanding Spanish use and interlocutor response among young English learners in cross-age peer interactions while reading and discussing text
Melinda Martin Beltrán, Angélica Montoya-Ávila, Andrés A. García, Megan Madigan Peercy, Rebecca Silverman
págs. 17-34
Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction
Víctor Pavón Vázquez, María del Carmen Ramos Ordoñez
págs. 35-48
Speaking educación in Spanish: linguistic and professional development in a bilingual teacher education program in the US-Mexico Borderlands
Blanca Caldas, Deborah K. Palmer, María Schwedhelm
págs. 49-63
Jack Pun, Ernesto Macaro
págs. 64-77
Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms
Yuen Yi Lo, Angel M. Y. Lin
págs. 78-90