CLIL methodology

Brown, S., & Larson-Hall, J. (2012). Second Language Acquisition Myths: Applying Second Language Research to Classroom Teaching. University of Michigan Press ELT.

Bruton, A. (2011). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics. doi:10.1093/applin/amr007

Butzkamm, W., & Caldwell, J. A. W. (2009). The Bilingual Reform: A Paradigm Shift in Foreign Language Teaching. Tübingen: Narr Gunter.

Cabezuelo Gutierrez, P., & Fernández Fernández, R. (2014). A case study on teacher training needs in the Madrid bilingual project. laclil, 7(2), 49-70. doi:10.5294/laclil

Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical Analysis of CLIL: Taking Stock and Looking Forward. Applied Linguistics, 35(3), 243-262. doi:10.1093/applin/amt011

Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. In J. Cenoz & D. Gorter (Eds.), Multilingual Education: Between Language Learning and Translanguaging (pp. 1-15). Cambridge University Press.

Costa, F., & D’Angelo, L. (2011). CLIL: A Suit for All Seasons. LACLIL, 4(1), 1-13. doi:10.5294/laclil

DeKeyser, R. (2005). Implicit and explicit learning. In C. Doughty, J. & M. Long, H. (Eds.), The Handbook of Second Language Acquisition (pp. 313-348). Malden, MA: Wiley-Blackwell.

Fazio, A., Isidori, E., & Bartoll, Ó. C. (2015). Teaching Physical Education in English using CLIL Methodology: A Critical Perspective. Procedia – Social and Behavioral Sciences, 186, 918-926. doi:10.1016/j.sbspro.2015.04.041

Grosjean, F., & Li, P. (2013). The Psycholinguistics of Bilingualism. Wiley-Blackwell.

Heimes, A. (2010). Psycholinguistic Thought Meets Sociocultural Theory: Die integrativen Zusammenhänge von Fachmethodik und Fremdsprachenlernen im bilingualen (Geschichts-) Unterricht. Frankfurt: Peter Lang.

Hillyard, S. (2011). First steps in CLIL: Training the teachers. LACLIL, 4(2).

Hulstijn, J. H. (2015). Language Proficiency in Native and Non-native Speakers: Theory and research (Language Learning & Language Teaching). John Benjamins Publishing Company.

Hüttner, J., Dalton-Puffer, C., & Smit, U. (2013). The power of beliefs: lay theories and their influence on the implementation of CLIL programmes. International Journal of Bilingual Education and Bilingualism, 16(3), 267-284. doi:10.1080/13670050.2013.777385

Hüttner, J., & Smit, U. (2014). CLIL (Content and Language Integrated Learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why … and why not. System 41 (2013): 587–597. System, 44, 160-167. doi:10.1016/j.system.2014.03.001

Lasagabaster, D., & Sierra, J., Manuel. (2010). Immersion and CLIL in English: more differences than similarities. ELT Journal, 64(4), 367-374.

Liebscher, G., & Dailey-O’Cain, J. (2005). Learner Code-Switching in the Content-Based Foreign Language Classroom. The Modern Language Journal, 89(2), 234-247. doi:10.1111/modl.2005.89.issue-2

Mendez Garcia, M. D. C., & Pavon Vazquez, V. (2012). Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: perceptions and practice of the teachers involved in the plurilingual programme in Andalusia. International Journal of Bilingual

Education and Bilingualism, 1-20. doi:10.1080/13670050.2012.670195

Meyer, O. (2010). Towards quality CLIL: successful planning and teaching strategies. Puls, 11-29.

Morilla Garcia, C., & Gallagher, E. (2009). A New CLIL Method: AMCO And the Practical Use of Multiple Intelligences in the Classroom. In V. Pavon Vazquez & J. Avila Lopez (Eds.), AplicacionesDidacticas Para La Ensenanza Integrada De Lengua Y Contenidos (pp. 131-151). Cordoba: Consejeria de Educacion, Junta de Andalucia.

Morton, T. (2012). Teachers’ knowledge about language and classroom interaction in content and language integrated learning. Madrid: Universidad Autonoma de Madrid.

Otwinowska, A. (2015). Cognate Vocabulary in Language Acquisition and Use: Attitudes, Awareness, Activation (Second Language Acquisition). Bristol: Multilingual Matters.

Roiha, A. S. (2014). Teachers’ views on differentiation in content and language integrated learning (CLIL): Perceptions, practices and challenges. Language and Education, 28(1), 1-18. doi:10.1080/09500782.2012.748061

Román, S. N., & Núñez, J. J. T. (2015). Drama and CLIL: A new challenge for the teaching approaches in bilingual education. Peter Lang AG, Internationaler Verlag der Wissenschaften.

Snow, M., Ann, Methodology, M., & Genesee, F. (1989). A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction. TESOL Quarterly, 23(2), 201- 218.

Tedick, D. J., & Wesely, P. M. (2015). A review of research on content-based foreign/second language education in US K-12 contexts. Language, Culture and Curriculum, 28(1), 25-40. doi:10.1080/07908318.2014.1000923

Viebrock, B. (2010). Alltagstheorien, methodisches Wissen und unterrichtliches Handeln von Lehrkräften im bilingualen Sachfachunterricht. In S. Doff (Ed.), Sachfachunterricht in der Sekundarstufe: Eine Einführung. Tübingen: Narr.

Viebrock, B. (2012). “The Situation in the CLIL Classroom Is Quite Different”-or is it? Teachers’ mindsets, Methodological Competences and Teaching Habits. In D. Marsh & O. Meyer (Eds.), Quality Interfaces: Examining Evidence and Exploring Solutions in CLIL (pp. 79-90). Eichstatt: Eichstaett Academice Press.

Wiesemes, R. (2009). Developing Theories Of Practices in CLIL: CLIL as post-method pedagogies? In Y. Ruiz de Zarobe & R. Jimenez Catalan, Maria (Eds.), Content and Language Integrated Learning: Evidence from Research in Europe. Bristol: Multilingual Matters.

Zydatiß, W. (2013). Kompetenzerwerb im bilingualen Unterricht. In W. Hallet & F. G. Königs (Eds.), Handbuch Bilingualer Unterricht (pp. 131-138). Kallmeyer.