Equality of access to minority language assessments and interventions in immersion education

2024-9-9

Using a rubric as a mediational tool to assess pre-service immersion teacher development

2024-9-6

Review of de la Fuente (2022): Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula

2024-9-3

Review of Coyle, Meyer & Staschen-Dielmann (2023): A Deeper Learning Companion for CLIL. Putting Pluriliteracies into Practice

2024-9-3

A review of a decade of scaffolding practices for learning in CLIL science classrooms

2024-9-3

The effects of instruction on students’ argumentative scientific writing in a Basque medium of instruction setting

2024-9-3

Exploring immersion competencies in secondary education

2024-8-29

Basque-French “Grand Oral” assessment in Basque immersion education

2024-8-15

Sociocultural dynamics of learners’ emotions in a Chinese English-medium instruction context

2024-6-21

The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

2024-6-17

Content and language integrated learning in Kazakhstan

2024-6-11

Journal of Immersion and Content-Based Language Education

2024-5-6

Review of Griffiths (2023): The Practice of English as a Medium of Instruction (EMI) Around the World

2024-4-19

Fluctuating cognitive benefits in children attending early bilingual immersive instruction

2024-4-8

Review of Melo-Pfeifer (2023): Linguistic Landscapes in Language and Teacher Education. Multilingual Teaching and Learning Inside and Beyond the Classroom

2024-3-14

The impact of adjunct instruction on EFL academic writing at university

2024-2-2

A scoping review of the literature on content and language integrated learning assessment

2024-2-2

Cognitive processes and strategies of bilingual students when attempting assessments in an L2

2023-12-11

Editorial

2023-11-10

Academic achievement of minority home language students with special education needs in English language of instruction and French immersion programs

2023-10-19

Review of Dafouz & Smit (2023): Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework

2023-10-5

“Fingers which mean นิ้ว นิ้วแบบนิ้วมือ”

2023-9-15

Review of Lasagabaster (2022): English-Medium Instruction in Higher Education

2023-9-15

CLIL teacher beliefs as they emerge working in tandem

2023-9-14

The communicative CLIL classroom

2023-9-14

Swedish immersion in Finland and Swedish as a second-language subject in Sweden

2023-9-12

SIOF

2023-8-24

CLIL in Spain and Vietnam

2023-5-25

(Re)construction of teacher identities in a soft-CLIL context

2023-5-10

CLIL Implementation in Greece

2023-4-26

Editorial

2023-4-20

10th Anniversary Celebration

2022-11-21

Editorial

2022-11-21

Thematic patterns, Cognitive Discourse Functions, and genres

2022-11-3

From EFL teacher to CLIL teacher in Estonia

2022-11-1

Looking back and looking forward

2022-9-15

Progress, challenges, and trajectories for indigenous language content-based instruction in the United States and Canada

2022-9-8

ITE provision in minority language contexts

2022-8-30

A language socialisation perspective on Swedish immersion in Finland

2022-8-8

Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language integration for assessment in a bilingual education program

2022-7-4

Review of Bond (2020): Making Language Visible in the University. English for Academic Purposes and Internationalisation

2022-6-27

CLIL in the 21st Century

2022-6-24

Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

2022-6-20

Integration in TWBE

2022-6-10

Disciplinary boundary crossings in collaborative CLIL in higher education

2022-5-31

Editorial

2022-4-19