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引用“”的文章CLIL and elitism: myth or reality?

标题/作者	年份
Inclusion and diversity in bilingual education: A European comparative study ML Pérez Cañado International Journal of Bilingual Education and Bilingualism 26 (9), 1129-1145	2023
Identifying difficulties and best practices in catering to diversity in CLIL: Instrument design and validation ML Pérez Cañado, D Rascón Moreno, V Cueva López International Journal of Bilingual Education and Bilingualism 26 (9), 1022-1030	2023
Attention to diversity in German CLIL classrooms: Multi-perspective research on students’ and teachers’ perceptions P Siepmann, D Rumlich, F Matz, R Römhild International Journal of Bilingual Education and Bilingualism 26 (9), 1080-1096	2023
“Two schools within a school”: Elitism, divisiveness, and intra-racial gentrification in a dual language strand JA Freire, E Alemán Jr Bilingual Research Journal 44 (2), 249-269	2021
Attention to diversity in bilingual education: Student and teacher perspectives in Spain AV Casas Pedrosa, D Rascón Moreno International Journal of Bilingual Education and Bilingualism 26 (9), 1111-1128	2023
What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019) ML Pérez Cañado Applied Linguistics Review 14 (2), 347-367	2023
Context is everything: reflections on CLIL in the UK A Dobson The Language Learning Journal 48 (5), 508-518	2020
School leaders’ perspectives on content and language integrated learning in England K Bower Language, Culture and Curriculum 33 (4), 351-367	2020
The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach S Roussel, A Tricot, J Sweller British Journal of Educational Psychology 92 (2), 627-644	2022
Differences between CLIL and non-CLIL students: motivation, autonomy and identity LR Buckingham, M Fernández Álvarez, A Halbach Journal of Multilingual and Multicultural Development 44 (7), 626-640	2023
CLIL and ELF: Friends or Foes? ML Pérez Cañado Content and Language Integrated Learning in Monolingual Settings: New …	2021
Killing two birds with one stone? A study on achievement levels and affective factors in content and language integrated learning (CLIL) H Hu, NEM Said, H Hashim International Journal of Learning, Teaching and Educational Research 21 (4 …	2022
¿ Es inclusiva la enseñanza bilingüe? Análisis de la presencia y apoyos en los alumnos con necesidades específicas de apoyo educativo R Durán Martínez, E Martín Pastor, F Martínez Abad Bordón. Revista de Pedagogía 72 (2), 65-82	2020
Diseño y validación de una herramienta para evaluar AICLE en las sesiones de Educación Física FJ Martínez-Hita, A Granero-Gallegos, M Gómez-López Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas …	2022
Teachers’ metacognitive understanding of teaching science in English as a medium of instruction classes J Pun, X Gao Language Awareness 33 (2), 284-303	2024
Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway J Bakken, LM Brevik TESOL Quarterly 57 (4), 1091-1114	2023
Exploring bases of achievement in content and language integrated assessment in a bilingual education program T Morton, N Nashaat‐Sobhy Tesol Quarterly 58 (1), 5-31	2024
Consecuencias de la COVID-19 en el uso de aplicaciones móviles y del tiempo de compromiso motor en las clases bilingües y no bilingües de Educación Física en Secundaria FJM Hita, E García-Cantó, A Granero-Gallegos, M Gómez-López Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport 40 (1), 65-73	2022
Catering to diversity in CLIL: Designing inclusive learning spaces with ADiBE digital materials P Siepmann, MLP Pérez Cañado Anglistik: International Journal of English Studies 33 (1), 203-222	2022
CLIL implemented and scaffolded in an EFL higher education context: engineering research methodology course. B Kanoksilapatham, A Khamkhien Indonesian journal of applied linguistics	2022

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