Anderson, L. W., Krathwohl, D. R., and Bloom, B. S. (eds.). (2001). A Taxonomy for Learning, Teaching and Assessing. Abridged ed. New York, NY: Longman-Pearson Education.Google Scholar

Barbero, T. (2012). ‘Assessment Tools and Practices in CLIL’, in Quartapelle, F. (ed.), Assessment and Evaluation in CLIL. Pavia, Italy: Ibis-Como, pp. 38–56.Google Scholar

Barreiro, I., and San Isidro, X. (2009). ‘Estudo: Perspectiva empírica sobre as aulas CLIL galegas’, in San Isidro, X. (ed.), CLIL: Integrando linguas “a través” do currículo. Santiago de Compostela, Spain: Consellería de Educación e Ordenación Universitaria, Xunta de Galicia, pp. 183–224.Google Scholar

Calvo, E., and San Isidro, X. (2012). ‘The Fusion Effect of CLIL on Language-Building and Content Learning: Research Study’, in Meyer, O. and Marsh, D. (eds.), Quality Interfaces: Examining Evidence & Exploring Solutions in CLIL. Eichstaett, Germany: Eichstaett Academic Press, pp. 122–135.Google Scholar

Cano, W. (2013). Manual CLIL para centros bilingües. Madrid: UNIR Ediciones.Google Scholar

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Press Syndicate of the University of Cambridge.Google Scholar

Coyle, D. (2007). ‘Content Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies’. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562.Google Scholar

Coyle, D. (2008). ‘CLIL – a Pedagogical Approach from the European Perspective’, in Van Deusen-Scholl, N. and Hornberger, N. H. (eds.), Encyclopedia of Language and Education. New York, NY: Springer, pp. 97–111.Google Scholar

Coyle, D., Hood, P., and Marsh, D. (2010). CLIL: Content and Language Integrated Learning. New York, NY: Cambridge University Press.CrossRefGoogle Scholar

Dalton-Puffer, C., and Smit, U. (2007). Empirical Perspectives on CLIL Classroom Discourse. Frankfurt, Germany: Peter Lang.Google Scholar

De Coninck, C. (2008). Core Affairs: Flanders, Belgium: Case Studies Basic Education in Europe. Enschede, the Netherlands: SLO–Netherlands Institute Curriculum Development.Google Scholar

de España, G. (2013). Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. Boletín Oficial del Estado, 295, 97858–97921.Google Scholar

Guillamón-Suesta, F., and Renau, M. L. (2015). ‘A Critical Vision of the CLIL Approach in Secondary Education: A Study in the Valencian Community in Spain’. Latin American Journal of Content and Language Integrated Learning, 8(1), 1–12.CrossRefGoogle Scholar

Infante, D., Benvenuto, G., and Lastrucci, E. (2009). ‘The Effects of CLIL from the Perspective of Experienced Teachers’, in Marsh, D., Mehisto, P., Wolff, D., Aliaga, R., Asikainen, T., Frigols-Martín, M. J., Hughes, S., and Langé, G., (eds.) CLIL Practice: Perspectives from the Field. Jyväskylä, Finland: University of Jyväskylä, pp. 156–163.Google Scholar

Kelly, A. V. (1999). The Curriculum: Theory and Practice. 4th ed. London, UK: Sage.Google Scholar

Lasagabaster, D. (2017). ‘Language Learning Motivation and Language Attitudes in Multilingual Spain from an International Perspective’. Modern Language Journal, 101(3), 583–596.CrossRefGoogle Scholar

Lasagabaster, D., and Ruiz de Zarobe, Y. (2010). Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne, UK: Cambridge Scholars Publishing.Google Scholar

Macaro, E. (2018). English Medium Instruction: Content and Language in Policy and Practice. Oxford, UK: Oxford University Press.Google Scholar

Massler, U., Stotz, D., and Queisser, C. (2014). ‘Assessment Instruments for Primary CLIL: The Conceptualisation and Evaluation of Test Tasks’. Language Learning Journal, 42(2), 137–150.Google Scholar

McKernan, J. (2008). Curriculum and Imagination: Process Theory, Pedagogy and Action Research. New York, NY: Routledge.Google Scholar

Meyer, O., Coyle, D., Halbach, A., Schuck, K., and 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.CrossRefGoogle Scholar

Paran, A. (2013). ‘Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?’ Applied Linguistics Review, 4(2), 317–342.Google Scholar

Pavón, V., Ávila, J., Gallego, A., and Espejo, R. (2014). ‘Strategic and Organisational Considerations in Planning CLIL: A Study on the Coordination between Content and Language Teachers’. International Journal of Bilingual Education and Bilingualism, 18(4), 1–17.Google Scholar

Pavón, V., and Rubio, F. (2010). ‘Teachers’ Concerns and Uncertainties about the Introduction of CLIL Programmes’. Porta Linguarum, 14(June), 45–58.Google Scholar

Pérez Cañado, M. L. (2018). ‘CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes’. Porta Linguarum, 29(January), 51–70.Google Scholar

Priestly, M. (2019). ‘Curriculum: Concepts and Approaches’. Retrieved from https://mrpriestley.wordpress.com/2019/01/04/curriculum-concepts-and-approaches/.Google Scholar

Sahlberg, P. (2006). ‘Models of Curriculum Development: International Trends and the Way Forward’, in Sahlberg, P. (ed.), Curriculum Reform and Implementation in the 21st Century: Policies, Perspectives and Implementation, pp. 108–121.Google Scholar

San Isidro, X. (2010). ‘An Insight into Galician CLIL’, in Lasagabaster, D. and Ruiz de Zarobe, Y. (eds.), CLIL in Spain: Implementation, Results and Teacher Training. Newcastle upon Tyne, UK: Cambridge Scholars Publishing, pp. 55–78.Google Scholar

San Isidro, X. (2016). ‘AICLE: un viaje a HOTS’, in Herrera, F. (ed.), Enseñar español a niños y adolescentes. Barcelona, Spain: Difusión, pp. 67–78.Google Scholar

San Isidro, X. (2017). CLIL in a Multilingual Setting: A Longitudinal Study on Students, Families and Teachers. Doctoral thesis. Vitoria-Gasteiz, Spain: University of the Basque Country.Google Scholar

San Isidro, X. (2018). ‘Innovations and Challenges in CLIL Implementation in Europe’. Theory into Practice, 57(3), 185–195.Google Scholar

San Isidro, X., and Lasagabaster, D. (2019). ‘The Impact of CLIL on Pluriliteracy Development and Content Learning in a Rural Multilingual Setting: A Longitudinal Study’. Language Teaching Research, 23(5), 584–602.Google Scholar

San Isidro, X., and Lasagabaster, D. (2019). ‘Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study’. English Language Teaching, 12(2), 1–16.Google Scholar

Schwab, G. (2015). ‘Teaching Methods and Approaches: Looking into a Unique CLIL Classroom in Germany’, in Jenks, C. J. and Seedhouse, P. (eds.), International Perspectives on ELT Classroom Interaction. London, UK: Palgrave Macmillan, pp. 10–27.Google Scholar

Sierra, J. M. (2016). ‘Cooperative Projects in a CLIL Course: What Do Students Think?’, in Lasagabaster, D. and Doiz, A. (eds.), CLIL Experiences in Secondary and Tertiary Education: In Search of Good Practices. Bern, Switzerland: Peter Lang, pp. 69–97.Google Scholar

Stenhouse, L. (1975). An Introduction to Curriculum Research and Development. London, UK: Heinemann.Google Scholar

Whittaker, R., Llinares, A., and McCabe, A. (2011). ‘Written Discourse Development in CLIL at Secondary School’. Language Teaching Research, 15(3), 343–362.CrossRefGoogle Scholar

Angelova, M., Gunawardena, D., and Volk, D. (2006). ‘Peer Teaching and Learning: Co-constructing Language in a Dual Language First Grade’. Language and Education, 30(3), 173–190.Google Scholar

Arshad, R. (2018). ‘Decolonisation and Critical Race Theory: What’s the Relevance’. NALDIC EAL Journal (Summer), 50–51.Google Scholar

Baker, C. (2000). The Care and Education of Young Bilinguals. Clevedon, OH: Multilingual Matters.Google Scholar

Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Bristol, UK: Multilingual Matters.Google Scholar

Basford, L. (2010). ‘From Mainstream to East African Charter: Cultural and Religious Experiences of Somali Youth in U.S. Schools’. Journal of School Choice, 4(4), 485–509.Google Scholar

Baumert, J., Hohenstein, F. J. F., and Möller, J. (eds.). (2016). Die EUROPA-Studie – Eine Evaluation der Staatlichen Europa-Schule Berlin. Münster, Germany: Waxmann.Google Scholar

Bekerman, Z., and Horenczyk, G. (2004). ‘Arab-Jewish Bilingual Coeducation in Israel: A Long-Term Approach to Intergroup Conflict Resolution’. Journal of Social Issues, 60(2), 389–404.CrossRefGoogle Scholar

Bower, K. (2019). ‘“Speaking French Alive”: Learner Perspectives on Their Motivation in Content and Language Integrated Learning in England’. Innovation in Language Learning and Teaching, 13(1), 45–60.CrossRefGoogle Scholar

Bransford, J. D., Brown, A. L., and Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.Google Scholar

Buendgens-Kosten, J., and Elsner, D. (2018) Multilingual Computer Assisted Language Learning. Bristol, UK: Multilingual Matters.Google Scholar

CAL. (2014). ‘Directory of Two-Way Bilingual Immersion Programs in the U.S.’ Retrieved from http://www.cal.org/twi/directory/.Google Scholar

Canagarajah, A. S. (2014). ‘Theorizing a Competence for Translingual Practice at the Contact Zone’, in May, S. (ed.), The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. New York, NY: Routledge, pp. 78–102.Google Scholar

Cenoz, J., and Gorter, D. (2011). ‘Special Issue: Toward a Multilingual Approach in the Study of Multilingualism in School Contexts’. Modern Language Journal, 95(3), 339–478.Google Scholar

Clément, R., Dörnyei, Z., and Noels, K. A. (1994). ‘Motivation, Self‐confidence, and Group Cohesion in the Foreign Language Classroom’. Language Learning, 44(3), 417–448. doi:10.1111/j.1467-1770.1994.tb01113.x.CrossRefGoogle Scholar

Collier, V. P., and Thomas, W. P. (2017). ‘Validating the Power of Bilingual Schooling: Thirty-two Years of Large-Scale, Longitudinal Research’. Annual Review of Applied Linguistics, 37, 1–15.CrossRefGoogle Scholar

Conteh, J., Copland, F., and Creese, A. (2014). ‘Multilingual Teachers’ Resources in Three Different Contexts: Empowering Learning’, in Conteh, J. and Meier, G. (eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges. Clevedon, OH: Multilingual Matters, pp. 158–178.Google Scholar

Coyle, D. (2013). ‘Listening to Learners: An Investigation into “Successful Learning” across CLIL Contexts’. International Journal of Bilingual Education and Bilingualism, 16(3), 244–266. doi:10.1080/13670050.2013.777384.Google Scholar

Coyle, D. (2015). ‘Strengthening Integrated Learning: Towards a New Era for Pluriliteracies and Intercultural Learning’. Latin American Journal of Content and Language Integrated Learning, 8(2), 84–103. doi:10.5294/laclil.2015.8.2.2.Google Scholar

Coyle, D. (2018). ‘The Place of CLIL in (Bilingual) Education’. Theory into Practice, 57(3), 166–176. doi:10.1080/00405841.2018.1459096.Google Scholar

Coyle, D., Holmes, B., and King, L. (2009). Towards an Integrated Curriculum: CLIL National Statements and Guidelines. London, UK: Languages Company on behalf of the DCSF.Google Scholar

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

Cummins, J. (1996). Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association for Bilingual Education.Google Scholar

Cummins, J. (2008). ‘Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education’, in Cummins, J. and Hornberger, N. H. (eds.), Encyclopedia of Language and Education. Bilingual Education, 2nd ed., vol. 5: New York, NY: Springer, pp. 1528–1538.Google Scholar

Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., Sandhu, P., and Sastri, P. (2006). ‘ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms’. Toronto, Canada. Retrieved from https://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=DE671D288B76115A5BE3A6686D6FCD40?doi=10.1.1.115.9791&rep=rep1&type=pdf.Google Scholar

Demie, F. (2018). ‘English as an Additional Language and Attainment in Primary Schools in England’. Journal of Multilingual and Multicultural Development, 39(3), 210–223. doi:10.1080/01434632.2017.1348508.Google Scholar

DfE. (2018). Schools, Pupils and Their Characteristics: January 2018. London, UK: Department for Education.Google Scholar

Dörnyei, Z., and Ushioda, E. (2013). Teaching and Researching: Motivation. London, UK: Routledge.Google Scholar

Evans, M., and Liu, J. (2018). ‘The Unfamiliar and the Indeterminate: Language, Identity and Social Integration in the School Experience of Newly-Arrived Migrant Children in England’. Journal of Language, Identity & Education, 17(3), 152–167. doi:10.1080/15348458.2018.1433043.CrossRefGoogle Scholar

Fäcke, C. (2007). ‘Sprachliche Bildung und zweisprachige Erziehung. Überlegungen zum Partnersprachenmodell der Staatlichen Europa-Schule Berlin (SESB)’, in Elsner, D., Küster, L., and Viebrock, B. (eds.), Fremdsprachenkompetenzen für ein wachsendes Europa: das Leitziel Multiliteralität, vol. 31. Frankfurt, Germany: KFU, Peter Lang, pp. 241–256.Google Scholar

Finch, K., Theakston, A., and Serratrice, L. (2018). ‘Teaching Modern Foreign Languages in Multilingual Classrooms: An Examination of Key Stage 2 Teachers’ Experiences’. Language Learning Journal, 1–15. doi:10.1080/09571736.2018.1448432.Google Scholar

Freeman, R. D. (1996). ‘Dual Language Planning at Oyster Bilingual School: It’s Much More Than Language’. TESOL Quarterly, 30(3), 557–582.Google Scholar

García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Oxford, UK: Wiley-Blackwell.Google Scholar

García, O., and Sylvan, C. E. (2011). Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities. The Modern Language Journal, 95(iii), 385–400.Google Scholar

García, O., and Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke, UK: Palgrave Macmillan.Google Scholar

Genesee, F. (1994). Integrating Language and Content: Lessons from Immersion. Educational Practice Report, vol. 11. Washington, DC and Santa Cruz, CA: National Center for Research on Cultural Diversity and Second Language Learning, University of Connecticut.Google Scholar

Genesee, F. (2008). ‘Dual Language in the Global Village’, in Williams Fortune, T. and Tedick, D. J. (eds.), Pathways to Multilingualism: Evolving Perspectives on Immersion Education. Clevedon, UK: Multilingual Matters, pp. 22–45.Google Scholar

Genesee, F., and Gándara, P. (1999). ‘Bilingual Education Programs: A Cross-National Perspective’. Journal of Social Issues, 55(4), 665–685.Google Scholar

Grant, M. J., and Booth, A. (2009). ‘A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies’. Health Information and Libraries Journal, 26(2), 91–108. doi:10.1111/j.1471-1842.2009.00848.x.Google Scholar

Han, J. (2017). A Multi-country Study on the Education of Migrant Children. Doha, Qatar: 21st Century Research Institute.Google Scholar

Hartiala, A. K. (2000). Acquisition of Teaching Expertise in Content and Language Integrated Learning. Doctoral Dissertation. Turku, Finland: University of Turku, Painosalama Oy.Google Scholar

Holland, J., Reynolds, T., and Weller, S. (2007). ‘Transitions, Networks and Communities: The Significance of Social Capital in the Lives of Children and Young People’. Journal of Youth Studies, 10(1), 97–116.Google Scholar

Howard, E. R., and Christian, D. (2002). Two-Way Immersion 101: Designing and Implementing a Two-Way Immersion Education Program at the Elementary Level. Educational Practice Report, vol. 9. Santa Cruz, CA: University of California, Center for Research on Education, Diversity and Excellence.Google Scholar

Howard, E. R., Sugarman, J., and Christian, D. (2003). Trends in Two-Way Immersion Education: A Review of the Research. Technical report. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk (CRESPAR).Google Scholar

Howatt, A. P. R., and Widdowson, H. G. (2004). A History of English Language Teaching. Oxford, UK: Oxford University Press.Google Scholar

Hu, G. (2008). ‘The Misleading Academic Discourse on Chinese–English Bilingual Education in China’. Review of Educational Research, 78(2), 195–231.Google Scholar

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. New York, NY: Longman.Google Scholar

Lantolf, J. P., and Thorne, S. L. (2007). ‘Sociocultural Theory and Second Language Learning’, in van Patten, B. and Williams, J. (eds.), Theories in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum, pp. 201–224.Google Scholar

Lasagabaster, D., and Sierra, J. M. (2007). ‘Immersion and CLIL in English: More Differences Than Similarities’. ELT Journal, 64(4), 367–375.Google Scholar

Leung, C. (2016). ‘English as an Additional Language: A Genealogy of Language-in-Education Policies and Reflections on Research Trajectories’. Language and Education, 30(2), 158–174. doi:10.1080/09500782.2015.1103260.Google Scholar

Lin, A. M. Y., and He, P. (2017). ‘Translanguaging as Dynamic Activity Flows in CLIL Classrooms’. Journal of Language, Identity & Education, 16(4), 228–244. doi:10.1080/15348458.2017.1328283.Google Scholar

Liu, Y., Fisher, L., Forbes, K., and Evans, M. (2017). ‘The Knowledge Base of Teaching in Linguistically Diverse Contexts: 10 Grounded Principles of Multilingual Classroom Pedagogy for EAL’. Language and Intercultural Communication, 17(4), 378–395.Google Scholar

Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. Jyväskylä, Finland: uniCOM Continuing Education Centre.Google Scholar

Martin-Beltrán, M. (2010). ‘The Two-Way Language Bridge: Co-constructing Bilingual Language Learning Opportunities’. Modern Language Journal, 94(2), 254–277. doi:10.1111/j.1540–4781.2010.01020.x.Google Scholar

Mehisto, P., Marsh, D., and Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford, UK: Macmillan Education.Google Scholar

Meier, G. (2010). Social and Intercultural Benefits of Bilingual Education: A Peace-Linguistic Evaluation of Staatliche Europa-Schule Berlin (SESB). Vol. 12. Frankfurt, Germany: Peter Lang.Google Scholar

Meier, G. (2014a). ‘“Cette entraide et ce tutorat naturel qui s’organize entre eux”: A Research Framework for Two-Way Bilingual Immersion Programmes’, in Morys, N., Kirsch, C., de Saint-Georges, I., and Gretsch, G. (eds.), Lernen und Lehren in multilingualen Kontexten: zum Umgang mit sprachlich-kultureller Diversität im Klassenraum, Vol. 22. Frankfurt, Germany: Peter Lang, pp. 47–68.Google Scholar

Meier, G. (2014b). ‘Multilingualism and Social Cohesion: Two-Way Immersion Education Meets Diverse Needs’, in Conteh, J. and Meier, G. (eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol, UK: Multilingual Matters.Google Scholar

Meier, G. (2017). ‘The Multilingual Turn as a Critical Movement in Education: Assumptions, Challenges and a Need for Reflection’. Applied Linguistics Review, 8(1), 131–161.Google Scholar

Meier, G., and Schumacher, B. (2017). ‘“The Right to Mother-Tongue Education for Migrants in This City”: Factors Influencing the Institutionalization of a Two-Way Bilingual Immersion Program in Berlin’, in Kagan, O., Carreira, M., and Chik, C. (eds.), A Handbook on Heritage Language Education in Multinational Contexts: From Innovation to Program Building. New York, NY: Routledge.Google Scholar

Montone, C. L., and Loeb, M. I. (2000). ‘Implementing Two-Way Immersion Programs in Secondary Schools’. Retrieved from www.carla.umn.edu/immersion/acie/vol6/bridge-6(3).pdf.Google Scholar

Naughton, D. (2006). ‘Cooperative Strategy Training and Oral Interaction: Enhancing Small Group Communication in the Language Classroom’. Modern Language Journal, 90(2), 169–184. doi:10.1111/j.1540-4781.2006.00391.x.CrossRefGoogle Scholar

Nikula, T. and Moore, P. (2019). ‘Exploring Translanguaging in CLIL’. International Journal of Bilingual Education and Bilingualism, 22(2), 237–249. doi:10.1080/13670050.2016.1254151.CrossRefGoogle Scholar

Ortega, L. (2014). ‘Ways Forward for a Bi/Multilingual Turn in SLA’, in May, S. (ed.), The Multilingual Turn: Implications for SLA, TESOL and Bilingual Education. New York, NY: Routledge, pp. 32–53.Google Scholar

Otheguy, R., García, O., and Reid, W. (2015). ‘Clarifying Translanguaging and Deconstructing Named Language: A Perspective from Linguistics’. Applied Linguistics Review, 6(3), 281–307. doi:10.1515/applirev-2015-0014.Google Scholar

Pastrana, A., Linares, A., and Pascual, I. (2018). ‘Students’ Language Use for Co-construction of Knowledge in CLIL Group-Work Activities: A Comparison with L1 Settings’. Zeitschrift für Erziehungswissenschaft, 21(1), 49–70. doi:10.1007/s11618-017-0802-y.Google Scholar

Peterson, B. (2007). ‘La Escuela Fratney: A Journey towards Democracy’, in Apple, W. and Beane, J. (eds.), Democratic Schools: Lessons in Powerful Education. Portsmouth, NH: Heinemann, pp. 30–61.Google Scholar

Plumptre, R. (2014). An Investigation into the Use of Translanguaging by Chinese Students in a Private Boarding School: Preparing for Geography GCSE. Unpublished MEd TESOL Dissertation. Exeter, UK: University of Exeter.Google Scholar

Putnam, R. (2000). Bowling Alone: The Collapse and Revival of American Community. New York, NY: Simon & Schuster.Google Scholar

Reich, H. H., and Roth, H. J. (2002). ‘Spracherwerb zweisprachig aufwachsender Kinder und Jugendlicher: ein Überblick über den Stand der nationalen und internationalen Forschung’. Hamburg. Retrieved from:www.erzwiss.uni-hamburg.de/Personal/Gogolin/cosmea/core/corebase/mediabase/foermig/website_gogolin/dokumente/Gutachten_Spracherwerb.pdf.Google Scholar

Swain, M. (1988). ‘Manipulating and Complementing Content Teaching to Maximize Second Language Learning’. TESL Canada, 61(1), 68–83.Google Scholar

Tankersley, D. (2001). ‘Bombs or Bilingual Programmes? Dual Language Immersion, Transformative Education and Community Building in Macedonia’. International Journal for Bilingual Education and Bilingualism, 4(2), 107–124.Google Scholar

Wentzel, K. R., and Caldwell, K. (1997). ‘Friendships, Peer Acceptance, and Group Membership: Relations to Academic Achievement in Middle School’. Child Development, 68(6), 1198–1209. doi:10.2307/1132301.Google Scholar

Wolff, D. (2012). ‘The European Framework for CLIL Teacher Education’. Synergies Italie, 8, 205–116.Google Scholar

Young, A. (2014). ‘Looking through the Language Lens: Monolingual Taint of Plurilingual Tint?’, in Conteh, J. and Meier, G. (eds.), The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol, UK: Multilingual Matters, pp. 89–110.Google Scholar

Zydatiß, W. (1998). ‘Ein Spracherwerbskonzept für die Staatliche Europa-Schule Berlin’, in Göhlich, M. (ed.), Beiträge zur Schulentwicklung: europaschule – Das Berliner Modell. Neuwied, Germany: Hermann Luchterhand Verlag GmbH, pp. 66–76.Google Scholar

Alexander, R. (2008). Essays on Pedagogy. London, UK: Routledge.Google Scholar

Anstey, M. (2002). Literate Futures: Reading. Coorparoo, Australia: State of Queensland Department of Education.Google Scholar

Bandura, A. (2006). ‘Towards a Psychology of Human Agency’. Perspectives on Psychological Science, 1(2), 64–180.Google Scholar

Beacco, J.-C., Fleming, M., Goullier, F., Thürmann, E., and Vollmer, H. (2016). ‘The Language Dimension in All Subjects’, in A Handbook for Curriculum Development and Teacher Training. Education Department Education Policy Division Language Policy DG II – Directorate General of Democracy Council of Europe. https://rm.coe.int/a-handbook-for-curriculum-development-and-teacher-training-thelanguag/16806af387.Google Scholar

Becher, T., and Trowler, P. R. (2001). Academic Tribes and Their Territories. 2nd ed. Buckingham, UK: Society for Research into Higher Education & Open University Press.Google Scholar

Boaler, J. (2018). ‘The Importance of Struggle’. Youcubed. www.youcubed.org/resources/the-importance-of-struggle/.Google Scholar

Bowyer, C. (2018). ‘The Language of Making Historians of Sixth Formers’. NALDIC: EAL Journal, 2018(Summer), 35–36.Google Scholar

Bullock, A. (1975). The Bullock Report: A Language for Life. London, UK: Her Majesty’s Stationery Office.Google Scholar

Cazden, C., Cope, B., Fairclough, N., and Gee, J. (New London Group). (1996). ‘A Pedagogy of Multiliteracies: Designing Social Futures’. Harvard Educational Review, 66(1), 60.Google Scholar

Chiriac, S. E., and Ghitiu-Bratescu, A. (2011). ‘Linking Globalisation, Sustainable Development and Knowledge Transfer: A Network Based Approach’. Journal of Doctoral Research in Economics, 3(1), 12–22.Google Scholar

Core Education. (2019). ‘Ten Trends 2018’. http://core-ed.org/research-and-innovation/ten-trends/2018/learning-ecologies/.Google Scholar

Council of Ministers of Education, Canada (CMEC). (1997). Common Framework of Science Learning Outcomes K to 12: Pan-Canadian Protocol for Collaboration on School Curriculum for Use by Curriculum Developers. Toronto, ON: CMEC.Google Scholar

Coyle, D., Halbach, A., Meyer, O., and Schuck, K. (2017). ‘Knowledge Ecology for Conceptual Growth: Teachers as Active Agents in Developing a Pluriliteracies Approach to Teaching for Learning (PTL)’. International Journal of Bilingual Education and Bilingualism, 21(3), 349–365. http://dx.doi.org/10.14746/ssllt.2019.9.1.2.Google Scholar

Cross, R. (2016). ‘Language and Content “Integration”: The Affordances of Additional Languages as a Tool within a Single Curriculum Space’. Journal of Curriculum Studies, 48(3), 388–408. doi:10.1080/00220272.2015.1125528.Google Scholar

Dale, L., Oostdam, R., and Verspoor, M. (2018). ‘Searching for Identity and Focus: Towards an Analytical Framework for Language Teachers in Bilingual Education’. International Journal of Bilingual Education and Bilingualism, 21(3), 366–383.Google Scholar

Dalton-Puffer, C. (2018). ‘Postscriptum: Research Pathways in CLIL/Immersion Instructional Practices and Teacher Development’. International Journal of Bilingual Education and Bilingualism, 21(3), 384–387.Google Scholar

Dörnyei, Z. (2019). ‘Towards a Better Understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System’. Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. Studies in Second Language Learning and Teaching, 9(1), 19–39.Google Scholar

Dörnyei, Z., and Ryan, S. (2015). The Psychology of the Language Learners Revisited. New York, NY: Routledge.Google Scholar

Dudley, P. (2018). ‘Third Nature? Close-to-Practice Research, Curriculum Renewal and Cross-School Improvement Capacity’. Research Intelligence (BERA), 37(137, Autumn 2018), 22–24.Google Scholar

EU High Level Group of Experts on Literacy. (2012). ‘Final Report’. Luxembourg: Publications Office of the European Union. http://icm.fch.lisboa.ucp.pt/resources/Documentos/CEPCEP/LITERACY_FINAL_REPORT.pdf.Google Scholar

Fullan, M. (2016). ‘Developing Humanity: Education’s Emerging Role’. Principal Connections, 20(2), 10–12. https://michaelfullan.ca/wp-content/uploads/2017/01/17_Fullan_Developing-Humanity_Principal-Connections.pdf.Google Scholar

Fullan, M., and Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. Toronto, ON: Pearson.Google Scholar

García, O., Bartlett, L., and Kleifgen, J. A. (2007). ‘From Biliteracy to Pluriliteracies’, in Auer, P. and Wei, L. (eds.), Handbook of Applied Linguistics, Vol. 5: Multilingualism. Berlin, Germany: Mouton-De Gruyter, pp. 207–228.Google Scholar

Gee, J. P. (1989). ‘What Is Literacy?’ Journal of Education, 171(1), 18–25.Google Scholar

Gee, J. P. (2015). Literacy and Education. New York, NY: Routledge.Google Scholar

Gibbons, P. (2018). ‘What Is Academic Literacy and Who Should Teach It?’ NALDIC: EAL Journal, 2018(Summer), 46–48.Google Scholar

Graz Group. (2015). ‘The Graz Group Model: Mapping Pluriliteracies Development’. A Pluriliteracies Approach to Teaching for Learning. European Centre for Modern Languages. https://pluriliteracies.ecml.at/.Google Scholar

Hargreaves, A. (2011). ‘Leadership, Change and beyond the Twenty-first Century Skills Agenda’, in Bellanca, J. and Brandt, R. (eds.), 21st Century Skills: Rethinking How Students Learn. Indianapolis, IN: Solution Tree, pp. 337–346.Google Scholar

Hornberger, N. (2003). Continua of Biliteracy: An Ecological Framework for Educational Policy, Research and Practice in Multilingual Settings. Clevedon, UK: Multilingual Matters.Google Scholar

Llinares, A., Morton, T., and Whittaker, R. (2012). The Roles of Languages in CLIL. Cambridge, UK: Cambridge University Press.Google Scholar

Meyer, O., Coyle, D., Halbach, A., Meyer, O., and Schuck, K. (2017). ‘Conceptualizing Learner Progressions in Pluriliteracies Development’. European Journal of Applied Linguistics, 5(2), 199–222.Google Scholar

Meyer, O., Coyle, D., Halbach, A., Ting, T., and Schuck, K. (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.Google Scholar

Mohan, B., Leung, C., and Slater, T. (2010). ‘Assessing Language and Content: A Functional Perspective’, in Paran, A. and Lies, S. (eds.), Testing the Untestable in Language Education. Clevedon, UK: Multilingual Matters, pp. 217–240.Google Scholar

Morcom, V. (2015). ‘Scaffolding Social and Emotional Learning within “Shared Affective Spaces” to Reduce Bullying: A Sociocultural Perspective’. Learning, Culture and Social Interaction, 6(September), 77–86.CrossRefGoogle Scholar

Morton, T. (2018). ‘What Does Research on Content and Language Integrated Learning (CLIL) Tell Us about EAL?’ NALDIC: EAL Journal, 2018(Summer), 56–62.Google Scholar

Nikula, T., Dafouz, E., Moore, P., and Smit, U. (eds.). (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol, UK: Multilingual Matters.Google Scholar

Parsi, A. (2015). ‘Student Engagement’s Three Variables: Emotion, Behavior, Cognition’. Getting Smart. http://gettingsmart.com/2015/03/student-engagements-three-variables-emotion-behavior-cognition/.Google Scholar

Polias, J. (2016). Apprenticing Students into Science: Doing, Talking, and Writing Scientifically. Melbourne, Australia: Lexis Education.Google Scholar

Queensland Government Department of Education and Arts. (2006). ‘Literacy: The Key to Learning’. Brisbane, Australia: Department of Education and the Arts.Google Scholar

Renshaw, P. (2013). ‘The Social Cultural and Emotional Dimensions of Scaffolding’. Learning, Culture and Social Interaction, 2(1), 56–60.Google Scholar

Shanahan, T., and Shanahan, C. (2008). ‘Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy’. Harvard Educational Review, 78(1), 40–59.Google Scholar

Shanahan, T., and Shanahan, C. (2012). ‘What Is Disciplinary Literacy and Why Does It Matter?’ Top Lang Disorders, 32(1), 7–18.Google Scholar

Swain, M. (2006). ‘Languaging, Agency and Collaboration in Advanced Language Proficiency’, in Byrnes, H. (ed.), Advanced Language Learning: The Contribution of Halliday and Vygotsky, London, UK: Continuum, pp. 95–108.Google Scholar

Van Lier, L. (2010). ‘The Ecology of Language Learning: Practice to Theory, Theory to Practical and Theoretical Ramifications of an Ecological Approach’. Procedia Social and Behavioral Sciences, 3, 2–6.Google Scholar

Veel, R. (1997). ‘Learning How to Mean – Scientifically Speaking: Apprenticeship into Scientific Discourse in the Secondary School’, in Christie, F. and Martin, J. R. (eds.), Genre and Institutions: Social Processes in the Workplace and School. London, UK: Continuum, pp. 161–195.Google Scholar

Vertovec, S. (2007). ‘Super-Diversity and Its Implications’. Ethic and Racial Studies, 30(6), 1024–1054.Google Scholar

Waite, E., Evans, K., and Kersh, N. (2011). ‘Is Workplace “Skills for Life” Provision Sustainable in the UK?’ LLAKES Research Paper 23, Centre for Learning and Life Chances in Knowledge Economies and Societies (LLAKES), Institute of Education, London, UK.Google Scholar

Walqui, A. (2006). ‘Scaffolding Instruction for English Language Learners: A Conceptual Framework’. International Journal of Bilingual Education and Bilingualism, 9(2), 159–180.Google Scholar