págs. 153-181
CLIL in the 21st Century: Retrospective and prospective challenges and opportunities
Christiane Dalton-Puffer, Julia Hüttner, Ana Llinares
págs. 182-206
A continuum of teacher collaboration to enhance the effectiveness of bilingual education programmes
Yuen Yi Lo, Scarlet Poon Poon, Xiaochen Rui
págs. 207-229
Thematic patterns, Cognitive Discourse Functions, and genres: Towards an Integrative Model for CLIL
Yanming Wu, Angel M. Y. Lin
págs. 230-264
EMI as discursive positioning: Exploring the voices of content subject teachers in Hong Kong
John Trent
págs. 265-285
Integration in TWBE: Opportunities, challenges, and possibilities
Ester J. de Jong, Katherine Barko Alva, Tuba Yilmaz
págs. 286-301
Tom Morton
págs. 302-322
A language socialisation perspective on Swedish immersion in Finland: Students, teachers, and parents as key actors
Siv Björklund, Karita Mard-Miettinen, Sanna Pakarinen
págs. 323-342
William H. Wilson, Ryan DeCaire, Brooke Niiyogaabawiikwe Gonzalez, Teresa L. McCarty
págs. 343-373
ITE provision in minority language contexts: The case of Wales and Ireland
Enlli Môn Thomas, Claire M. Dunne
págs. 374-399
págs. 400-415