Journal of immersion and content-based language education

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  Año 2019, Vol. 7, Número 1

  • Seleccionado

    Capturing technical terms in spoken CLIL: A holistic model for identifying subject-specific vocabulary

    Angelika Rieder-Bünemann, Julia Hüttner, Ute Smit

    • Resumen

    págs. 4-29

    
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    Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history education

    Christiane Dalton-Puffer, Silvia Bauer-Marschallinger

    • Resumen

    págs. 30-60

    
  • Seleccionado

    The intersection of language ideologies and language awareness among in-service teachers of emergent bilinguals

    Kristen Lindahl, Kathryn I. Henderson

    • Resumen

    págs. 61-87

    
  • Seleccionado

    Crossing over: Professional development opportunities with preservice teachers and public school students in dual-language classrooms

    Anita Hernández, Sylvia Bonscher, Patricia Recio Saboya, Johanna Esquivel, Melissa Hererra

    • Resumen

    págs. 88-114

    
  • Seleccionado

    EMI teacher and student identities and linguistic practices: Tracing classroom tensions in a teacher development process

    Joan Ploettner

    • Resumen

    págs. 115-141

    
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    Ana Llinares & Tom Morton (Eds.).: (2017) Applied Linguistics Perspectives on CLIL

    Francisco Lorenzo (res.)

    Es reseña de:

    • Applied Linguistics Perspectives on CLIL / coord. por Ana Llinares, Tom Morton

      John Benjamins Publishing Company, 2017. ISBN 978-90-272-1337-2

    págs. 142-145

    
  • Seleccionado

    BethAnne Paulsrud, Jenny Rosén, Boglárka Straszer & Åsa Wedin (Editors): (2017) New Perspectives on Translanguaging and Education

    Kevin S. Carroll

    Es reseña de:

    • New perspectives on translanguaging and education

      BethAnne Paulsrud (ed. lit.), Jenny Rosén (ed. lit.), Boglárka Straszer (ed. lit.), Åsa Wedin (ed. lit.)

      Bristol : Multilingual Matters, 2017

    págs. 146-149