CLIL_ master list_2016_01_12

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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=UtX65mNrCgC&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-ClassroomsTeachning/dp/9027219818%3FSubscriptionId%3D0NM5T5X751JWT17C4GG2%26tag%3Dso
nnysoftware%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creativeASI
N%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-PackPhotocopiable/dp/1905085656%3FSubscriptionId%3D0NM5T5X751JWT17C4GG2%26tag%3
Dsonnysoftware%26linkCode%3Dxm2%26camp%3D2025%26creative%3D165953%26creative
ASIN%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/PsycholinguisticThought-Meets-SocioculturalTheory/dp/3631611501%3FSubscriptionId%3D0NM5T5X751JWT17C4GG2%26tag%3Dsonny
software%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_SeikkulaLeino/publication/254327518_CLIL_Learning_Achievement_Levels_and_Affective_Factors/lin
ks/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. 7990). 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.
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