Teachers’ beliefs in CLIL

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

Barnard, R., & McLellan, J. (Eds.). (2013). Codeswitching in University English-Medium Classes: Asian Perspectives (New Perspectives on Language and Education). Multilingual Matters.

Borg, S. (2009). Language teacher cognition. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 162-170). Cambridge: Cambridge University press.

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.

Cammarata, L., & Tedick, D. J. (2012). Balancing Content and Language in Instruction: The Experience of Immersion Teachers. The Modern Language Journal, 96(ii), 251-269. doi:10.1111/j.1540

0026-7902/12/251–269

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.

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

Kagan, D. M. (1992). Implication of Research on Teacher Belief. Educational Psychologist, 27(1), 65-90. doi:10.1207/s15326985ep2701_6

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

Llurda, E., & Lasagabaster, D. (2010). Factors affecting teachers’ beliefs about interculturalism. Factors affecting teachers’ beliefs about interculturalism, 20(3), 327-353.

Macaro, E. (2013). Overview: Where Should We Be Going with Classroom Code Switching Research? In R. Barnard & J. McLellan (Eds.), Code Switching in University English-Medium Classes (pp. 10-23). Bristol: Multilingual Matters.

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

Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), Second language teacher education (pp. 171-180). Cambridge: Cambridge University press.

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

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

Tan, M. (2011). Mathematics and science teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research, 15(3), 325-324. doi:10.1177/1362168811401153

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

Williams, M., Mercer, S., & Ryan, S. (2015). Exploring Psychology in Language Learning and Teaching. Oxford University Press.

Woods, D. (1996). Teacher Cognition in Language Teaching: Beliefs, Decision-Making and Classroom Practice (Cambridge Applied Linguistics). Cambridge University Press.