Teacher education 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

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.

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

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

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

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

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.

Cummins, J. (2014). Rethinking pedagogical assumptions in Canadian French immersion programs. JICB, 2(1), 3-22. doi:10.1075/jicb

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.

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.

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

Garcia, O., & Wei, L. (2013). Translanguaging. London: Palgrave Macmillan. doi:10.1057/9781137385765

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Heinemann.

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

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.

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

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

Luk, G., N. Y., & Lin, A., M. Y. (2015). L1 as a pedagogical resource in building students’ L2 academic literacy: pedagogical innovation in a science classroom in a Hong Kong school. In J. Cenoz & D. Gorter (Eds.), Multilingual Education: Between Language Learning and Translanguaging (pp. 16-34). Cambridge University Press.

Macaro, E. (2009). Teacher use of code switching in the second language classroom: exploring “Optimal” Use. In M. Turnbull & Dailey-O’Cain (Eds.), First Language Use in Second and Foreign Language Learning. 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

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

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., 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

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

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.

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.

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

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.

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.

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

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

Wei, L. (2014). Who’s teaching whom? Co-learning in multilingual classrooms. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and Bilingual Education (pp. 167-190). New York: Routledge.