Assessing CLIL: a multidisciplinary approach
Luk Van Mensel, Philippe Hiligsmann
págs. 529-533
Does CLIL shape language attitudes and motivation?: Interactions with target languages and instruction levels
Audrey De Smet, Laurence Mettewie, Philippe Hiligsmann, Benoît Galand, Luk Van Mensel
págs. 534-553
Attentional abilities of children enrolled in immersion education in French-speaking Belgium
Morgane Simonis, Benoît Galand, Philippe Hiligsmann, Arnaud Szmalec
págs. 554-571
MulTINCo: multilingual traditional immersion and native corpus. Better-documented multiliteracy practices for more refined SLA studies
Fanny Meunier, Isa Hendrikx, Amélie Bulon, Kristel Van Goethem, Hubert Naets
págs. 572-589
Comparing CLIL and non-CLIL learners’ phrasicon in L2 Dutch: the (expected) winner does not take it all
Amélie Bulon, Fanny Meunier
págs. 590-613
Receptive knowledge of intensifying adjectival compounds: Belgian French-speaking CLIL and non-CLIL learners of Dutch and English
Isa Hendrikx, Kristel Van Goethem
págs. 614-638
Understanding foreign language education and bilingual education in Belgium: a (surreal) piece of cake
Laurence Mettewie, Luk Van Mensel
págs. 639-657
Discussion : multiple approaches in CLIL: cognitive, affective and linguistic insights
Ana Llinares
págs. 658-663