Journal of immersion and content-based language education

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  Año 2019, Vol. 7, Número 2

  • Teaching, learning and scaffolding in CLIL science classrooms

    Yuen Yi Lo, Angel M. Y. Lin

    págs. 151-165

    

  • Language focused episodes by monolingual teachers in English Medium Instruction science lessons

    Jiangshan An, Ernesto Macaro, Ann Childs

    • Resumen

    págs. 166-191

    

  • The positioning of Japanese in a secondary CLIL science classroom in Australia

    Marianne Turner

    • Resumen

    págs. 192-211

    

  • Teacher language awareness and scaffolded interaction in CLIL science classrooms

    Daozhi Xu, Gary James Harfitt

    • Resumen

    págs. 212-232

    

  • Supporting students’ content learning in Biology through teachers’ use of classroom talk drawing on concept sketches

    Caroline M. L. Ho, June Kwai Yeok Wong, Natasha Anne Rappa

    • Resumen

    págs. 233-260

    

  • Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”

    Peichang He, Angel M. Y. Lin

    • Resumen

    págs. 261-288

    

  • Scaffolding for cognitive and linguistic challenges in CLIL science assessments

    Yuen Yi Lo, Wai mei Lui, Mona Wong

    • Resumen

    págs. 289-314

    

  • The role of language in scaffolding content & language integration in CLIL science classrooms

    Kok-Sing Tang

    • Resumen

    págs. 315-328