CLIL References – My Master List

Agustín Llach, M. D. P. (2014). Exploring the lexical profile of young CLIL learners: Towards an improvement in lexical use. Journal of Immersion and Content-Based Language Education, 2(1), 53-73. doi:10.1075/jicb

Alba, J. O. (2009). Themes and vocabulary in CLIL and non-CLIL instruction. Content and Language Integrated Learning: Evidence from Research in Europe, 41, 130.

Arocena Egaña, E., Cenoz, J., & Gorter, D. (2015). Teachers’ beliefs in multilingual education in the Basque country and in Friesland. JICB, 3(2), 169-193. doi:10.1075/jicb

Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into Practice. Oxford University Press.

Banegas, D., Luis. (2012). CLIL teacher development: Challenges and experiences. LACLIL, 5(1), 46-56. doi:10.5294/laclil

Banegas, D., Luis. (2011). A Review of “CLIL: content and language integrated learning”. Language and Education, 25(2), 182-185. doi:10.1080/09500782.2010.539045

Bentley, K. (2010). The TKT Course CLIL Module. Cambridge English.

Bonnet, A., & Dalton-Puffer, C. (2013). Great expectations? Competence and standard related questions concerning CLIL moving into mainstream. In S. Breidbach & B. Viebrock (Eds.), Content and language integrated learning (CLIL) in Europe (pp. 269-284). Frankfurt: Peter Lang.

Bovellan, E. (2014). Teachers’ beliefs about learning and language as reflected in their views of teaching materials for Content and Language Integrated Learning (CLIL). University of Jyväskylä.

Breidbach, S., & Viebrock, B. (2013). Content and Language Integrated Learning (CLIL) in Europe: Research Perspectives on Policy and Practice. Peter Lang.

Bruton, A. (2013). CLIL: Some of the reasons why … and why not. System, 41(3), 587-597. doi:10.1016/j.system.2013.07.001

Bruton, A. (2015). CLIL: Detail matters in the whole picture. More than a reply to J. Hüttner and U. Smit (2014). System, 53, 119-128. doi:10.1016/j.system.2015.07.005

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

Brüning, C., Isabel, & Purrmann, M.-S. (2014). CLIL pedagogy in Europe: CLIL teacher education in Germany. Utrecht Studies in Language & Communication, 27, 315-338.

Canado, M. L. P., Marsh, D., & Padilla, J. R. (2015). CLIL in Action: Voices from the Classroom. Cambridge Scholars Publishing.

Canga Alonso, A. (2013). The receptive vocabulary of Spanish 6th-grade primary-school students in CLIL instruction: A preliminary study. LACLIL, 6(2), 22-41.

Catalán Jimenez, R., Maria, & Ruiz De Zarobe, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL instruction. Content and language integrated learning: Evidence from research in Europe, 81-92. Retrieved from http://books.google.com/books?hl=en&lr=&id=UtX65mN-rCgC&oi=fnd&pg=PA81&dq=clil&ots=NgRUEYv-R-&sig=jSEFw6rhJwS0dHWhsyb0O7Rz2qg

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. (2015). Content-based instruction and content and language integrated learning: the same or different. Language, Culture and Curriculum, 28(1), 8-24. doi:10.1080/07908318.2014.1000922

Cenoz, J., & Ruiz de Zarobe, Y. (2015). Learning through a second or additional language: content-based instruction and CLIL in the twenty-first century. Language, Culture and Curriculum, 28(1), 1-7. doi:10.1080/07908318.2014.1000921

Chaplier, C., & O’Connell, A.-M. (2015). Prolegomena to the epistemology of languages for non-specialists: the example of CLIL. Journal of Language and Cultural Education, 3(1). doi:10.1515/jolace-2015-0006

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

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.

Curtis, A. (2012). Colombian teachers’ questions about CLIL: What can teachers’ questions tell us? (Part II). laclil, 5(2), 1-12. doi:10.5294/laclil

Dafouz-Milne, E., & Guerrini, M. (2009). CLIL Across Educational Levels. Richmond Publishing.

Dafouz-Milne, E. (2010). English as the medium of instruction in Spanish contexts: A look at teacher discourses. In Y. Ruiz de Zarobe, M. Sierra, & F. Gallardo del Puerto (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 189-209). Peter Lang.

Dale, L., & Tanner, R. (2012). CLIL Activities with CD-ROM: A Resource for Subject and Language Teachers. Cambridge University Press.

Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) Classrooms (Language Learning & Language Teachning). John Benjamins Publishing Company. Retrieved from http://www.amazon.com/Discourse-Language-Integrated-Classrooms-Teachning/dp/9027219818%3FSubscriptionId%3D0NM5T5X751JWT17C4GG2%26tag%3Dsonnysoftware%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASIN%3D9027219818

Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning

(CLIL): current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future Perspectives for English Language Teaching. Heidelberg: Carl Winter.

Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204. doi:10.1017/S0267190511000092

Dalton-Puffer, C., Llinares, A., Lorenzo, F., & Nikula, T. (2014). You Can Stand Under My Umbrella”: Immersion, CLIL and Bilingual Education. A Response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213-218.

De Graaff, R., Jan Koopman, G., Anikina, Y., & Westhoff, G. (2007). An observation tool for effective L2 pedagogy in content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 10(5), 603-624.

Deller, S., & Price, C. (2007). Teaching Other Subjects Through English. Oxford: Oxford University Press.

Denman, J., Tanner, R., & de Graaff, R. (2013). CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism, 16(3), 285-300. doi:10.1080/13670050.2013.777386

Eldridge, J., Neufeld, S., & Hancio lu, N. (2010). Towards a lexical framework for CLIL. In Depth, 3(4), 5. Retrieved from http://www.icrj.eu/13-75

Eurydice. (2006). Content and language integrated learning (CLIL) at school in Europe. Retrieved 6. 08. 2015,

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

Gassner, D., & Maillat, D. (2006). Spoken competence in CLIL: A pragmatic take on recent Swiss data. VIEWS Vienna English Working Papers, 15(3), 15-22.

Genesee, F., Lindholm-Leary, K., Saunders, B., & Christian, D. (2006). Educating English Language Learners: A Synthesis of Research Evidence. Cambridge University Press.

Georgiou, S. I. (2012). Reviewing the puzzle of CLIL. ELT journal, 66(4), 495-504. Retrieved from http://www.finchpark.com/courses/grad-dissert/articles/CLIL/ELTJ-2012-CLIL.pdf

Gierlinger, E., Hainschink, V., & Spann, H. (2007). Content and language integrated learning (CLIL) auf der Sekundarstufe I: Entwicklung, Forschung und Praxis. Trauner.

Gierlinger, E., Carre-Karlinger, C., Fuchs, E., & Lechner, C. (2010). Die CLIL Matrix in der Unterrichtspraxis. Innovative Impulse aus dem Europäischen Fremdsprachenzentrum des Europarates. (Praxisreihe 13). Graz: ÖSZ-Österreichisches Sprachenzentrum. Retrieved from http://www.oesz.at/download/diss/Praxisreihe_13.pdf

Gierlinger, Erwin. (2007). Modular CLIL in lower secondary education: some insights from a research project in Austria. In C. Dalton-Puffer & U. Smit (Eds.), Empirical perspectives on classroom discourse (pp. 79-118). Peter Lang.

Gierlinger, E., Maria. (2007). The three pillars of modular CLIL: Findings from an Austrian research project. Diverse contexts– converging goals. CLIL in Europe, 211-226.

Gierlinger, E., Maria. (2015). ‘You can speak German, Sir’: On the complexity of teachers’ L1 use in CLIL. Language and Education, 29(4), 347-368. doi:10.1080/09500782.2015.1023733

Gottlieb, M., & Ernst-Slavit, G. (2014). Academic Language in Diverse Classrooms: Definitions and Contexts. Corwin.

Graaff, R., Koopman, G., Anikina, Y., & Westhoff, G. (2007). An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL). The International Journal of Bilingual Education and Bilingualism, 10(5), 603-623.

Grandinetti, M., Langellotti, M., & Ting, T. Y. (2013). How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context. International Journal of Bilingual Education and Bilingualism, 16(3), 267-284.

Grieveson, M., & Superfine, W. (2012). The CLIL Resource Pack: Photocopiable and Interactive Whiteboard Activities for Primary and Lower Secondary Teachers. Delta Publishing. Retrieved from http://www.amazon.com/The-CLIL-Resource-Pack-Photocopiable/dp/1905085656%3FSubscriptionId%3D0NM5T5X751JWT17C4GG2%26tag%3Dsonnysoftware%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASIN%3D1905085656

Guillamon-Suesta, F., & Renau, M. L. (2015). A critical vision of the CLIL approach in secondary education: A study in the Valencian community in Spain. 8(1), 1-12.

Heimes, A. (2010). Psycholinguistic Thought Meets Sociocultural Theory: Die integrativen Zusammenhänge von Fachmethodik und Fremdsprachenlernen im bilingualen (Geschichts-) Unterricht. Frankfurt: Peter Lang. Retrieved from http://www.amazon.com/Psycholinguistic-Thought-Meets-Sociocultural-Theory/dp/3631611501%3FSubscriptionId%3D0NM5T5X751JWT17C4GG2%26tag%3Dsonnysoftware%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASIN%3D3631611501

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

Hunt, M. (2011). UK teachers’ and learners’ experiences of CLIL resulting from the EU-funded

project ECLILT. 4(1), 27-39.

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

Jimenez Catalan, R., Maria, & Ruiz de Zarobe, Y. (2009). The receptive vocabulary of EFL learners in two instructional contexts: CLIL versus non-CLIL instruction. In R. Jimenez Catalan, Maria & Y. Ruiz de Zarobe (Eds.), Content and Language Integrated Learning: Evidence from Research in Europe (pp. 81-92). Bristol: Multilingual Matters.

Küppers, A., & TRautmann, M. (2013). It is not CLIL that is a success – CLIL students are! Some critical remarks on the current CLIL boom. In S. Breidbach & B. Viebrock (Eds.), Content and language integrated learning (CLIL) in Europe (pp. 285-296). Frankfurt: Peter Lang.

Lasabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ perspective. LACLIL, 6(2), 1-21. doi:10.5294/laclil

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

Lasagabaster, D., & Doiz, A. (2015). A Longitudinal Study on the Impact of CLIL on Affective Factors. Applied Linguistics, amv059. doi:10.1093/applin/amv059

Lightbown, P., M. (2014). Focus on Content-Based Language Teaching. Oxford: Oxford University Press.

LLinares, A., & Whittaker, R. (2009). Teaching and learning history in secondary CLIL classrooms: from speaking to writing. In E. Dafouz & M. C. Guerrini (Eds.), CLIL across educational levels. Oxford: Richmond Publishing.

Llinares, A., Morton, T., & Whittaker, R. (2012). The Roles of Language in CLIL. Cambridge University Press.

Llinares, A. (2015). Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73. doi:10.1080/07908318.2014.1000925

Lorenzo, F. (2007). An Analytical Framework of Language Integration in L2 Content-based Courses: The European Dimension. Language and Education, 21(6), 502-514. doi:10.2167/le708.0

Lorenzo, F., Casal, S., & Moore, P. (2009). The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), 418-442. doi:10.1093/applin/amp041

Lyster, R. (2007). Learning and Teaching Languages Through Content: A counterbalanced approach. John Benjamins Publishing Company.

Madrid, D., & Hughes, S. (2011). Studies in Bilingual Education. Bern: Peter Lang.

Marsh, D., & Wolff, D. (2007). Diverse Contexts-Converging Goals. CLIL in Europe. Frankfurt: Peter Lang. Retrieved from http://www.peterlang.cn/download/datasheet/40734/datasheet_56905.pdf

Marsh, D. (2008). Language awareness and CLIL. In J. Cenoz & N. Hornberger (Eds.), Encyclopedia of Language and Education, vol 6. Knowledge about Language (pp. 233-246). New York: Springer.

Marsh, D., Perez Canado, M. L., & Padilla, J. R. (2015). CLIL in Action: Voices from the Classroom. Cambridge Scholars Publishing.

Massler, U. (2012). Primary CLIL and Its Stakeholders: What Children, Parents and Teachers Think of the Potential Merits and Pitfalls of CLIL Modules in Primary Teaching. International CLIL Research Journal, 1(4), 36-46.

Massler, U., Stotz, D., & Queisser, C. (2014). Assessment instruments for primary CLIL: the conceptualisation and evaluation of test tasks. The Language Learning Journal, 42(2), 137-150. doi:10.1080/09571736.2014.891371

McBain, R. A., & Mhunpiew, N. (2014). Development of a vocabulary instruction model for content and language integrated learning for English language learners in Bangkok. LACLIL, 7(1), 82-97. doi:10.5294/laclil

McDougald, J. S. (2015). Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistic Journal J, 17(1), 25. doi:10.14483/udistrital.jour.calj.2015.1.a02

Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan.

Mehisto, P., & Marsh, D. (2011). Approaching the economic, cognitive and health benefits of bilingualism: Fuel for CLIL. In Content and Foreign Language Integrated Learning (pp. 21-48). Bern: Peter Lang.

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

Merikivi, R., & Pietilä, P. (2014). Vocabulary in CLIL and in Mainstream Education. Journal of Language Teaching and Research, 5(3). doi:10.4304/jltr.5.3.487-497

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

Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41-57. doi:10.1080/07908318.2014.1000924

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.

Naves, T. (2009). Effective Content and Language Integrated Learning (CLIL) Programmes. In Y. Ruiz de Zarobe & R. Jimenez Catalan, Maria (Eds.), Content and language integrated learning: Evidence from research in Europe. Bristol: Multilingual Matters.

Nikula, T. (2010). Effects of CLIL on a teacher’s classroom language use. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language Use and Language Learning in CLIL Classrooms. Amsterdam: John Benjamins.

Paran, A. (2013). Content and Language Integrated Learning: Panacea or Policy Borrowing Myth. Applied Linguistics Review, 4(2), 317-342. doi:10.1515/applirev-2013-0014

Pena Diaz, C., & Porto Requejo, M., Dolores. (2008). Teacher beliefs in a CLIL education project. Porta Linguarum, 10, 151-161.

Pistorio, M. I. (2009). Teacher training and competences for effective CLIL teaching in Argentina. LACLIL, 2(2), 37-43.

Pérez, A., Lorenzo, F., & Pavón, V. (2015). European bilingual models beyond lingua franca: key findings from CLIL French programs. Lang Policy. doi:10.1007/s10993-015-9386-7

Pérez-Cañado, M. L. (2012). CLIL research in Europe: past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.

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.

Roquet, H., & Pérez-Vidal, C. (2015). Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing. Applied Linguistics, amv050. doi:10.1093/applin/amv050

Rumlich, D. (2013). Students’ general English proficiency prior to CLIL: Empirical evidence for substantial differences between prospective CLIL and non-CLIL students in Germany. In S. Breidbach & B. Viebrock (Eds.), Content and language integrated learning (CLIL) in Europe: Research perspectives on policy and practice (pp. 181-202). Frankfurt: Peter Lang.

Schleppegrell, M. J., & O’Hallaron, C. L. (2011). Teaching Academic Language in L2 Secondary Settings. Annual Review of Applied Linguistics, 31, 3-18. doi:10.1017/S0267190511000067

Schwab., G. (2013). Bili für alle? Ergebnisse und Perspektiven eines Forschungsprojektes zur Einführung bilingualer Module in einer Hauptschule. In S. Breidbach & B. Viebrock (Eds.), Content and language integrated learning (CLIL) in Europe: Research perspectives on policy and practice. Frankfurt: Peter Lang.

Seikkula-Leino, J. (2007). CLIL learning: achievement levels and affective factors. Language and Education, 21(4), 328-341. Retrieved from http://www.researchgate.net/profile/Jaana_Seikkula-Leino/publication/254327518_CLIL_Learning_Achievement_Levels_and_Affective_Factors/links/554c972d0cf29f836c994373.pdf

Spratt, M. (2011). CLIL: The Nature of the Beast. English Teaching professional, 1(72), 4-6.

Sylven, L., Kersten. (2007). Swedish CLIL Students’ Extracurricular Contact with English and its

Relation to Classroom Activities. In D. Marsh & D. Wolff (Eds.), CLIL in diverse contexts – converging goals (pp. 237-252). Frankfurt: Peter Lang.

Sylven, L., Kersten, & Sundquist, P. (2012). Similarities between playing World of Warcraft and CLIL. Apples-Journal of Applied Language Studies, 6(2), 113-130.

Sylven, L., Kersten. (2013). CLIL in Sweden – why does it not work?

A metaperspective on CLIL across

contexts in Europe. International Journal of Bilingual

Education and Bilingualism, 16(3), 301-320.

Ting, T. Y. (2011). CLIL and Neuroscience: How Are They Related? In Y. Ruiz de Zarobe, M. Sierra, & F. Gallardo del Puerto (Eds.), Content and Foreign Language Integrated Learning (pp. 75-101). Bern: Peter Lang.

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.

Vollmer, H., Johannes. (2013). Das Verhältnis von Sprach-und Inhaltslernen im Bilingualen Unterricht. In F. G. K. W. Hallet (Ed.), Handbuch Bilingualer Unterricht (pp. 124-131). Seelze: Klett/Kallmeyer.

Wegner, A. (2012). Seeing the bigger picture: What students and teachers think about CLIL. International CLIL Research Journal, 1(4), 29-35.

Wewer, T. (2014). Assessment of young learners’ English proficiency in bilingual content instruction CLIL. University of Turku.

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. (2012). Linguistic thresholds in the CLIL classroom? The threshold hypothesis revisited. International CLIL Research Journal, 1(4), 17-28.