Llinares, A. & Morton, T. (eds) (2017). "Applied Linguistics Perspectives on CLIL". Amsterdam: John Benjamins. DOI 10.1075/lllt.47

References

Arnau, Joaquim, ed (2013) Recovering Catalan through School: Challenges and Instructional Approaches, 158-182. Bristol: Multilingual Matters &Institud’Estudis Catalans.

Breeze, Ruth; Llamas, Cristina; Martínez, Concepción & Carmen Tabernero, eds. (2014). Integration of Theory and Practice in CLIL. Amsterdam: Rodopi. DOI: https://doi.org/10.1163/9789401210614

Cenoz, Jasone (2009). Towards Multilingual Education: Basque Educational Research from an International Perspective. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847691941

Coonan, Carmen Mary (2012). The Foreign Language Curriculum and CLIL. Synergies Italie 8:117-128.

Dafouz, Emma & Smit, Ute (2016). Towards a Dynamic Conceptual Framework for English- Medium Education in Multilingual University Settings. Applied Linguistics, 37 (3): 397-415. DOI: https://doi.org/10.1093/applin/amu034

Dalton-Puffer, Christiane (2016). Cognitive Discourse Functions (CDFs): Specifying an Integrative Interdisciplinary Construct, in Nikula, Tarda; Dafouz, Emma; Moore, Pat & Ute Smit, eds., 29-54 DOI: https://doi.org/10.21832/9781783096145-005

Dalton-Puffer, Christiane (2007) Discourse in Content and Language Integrated Learning (CLIL) Classrooms. Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.20

Dörnyei, Zoltan (2009). The L2 Motivational Self System. In Dörnyei, Zoltan. & Ema Ushioda, eds., 9-42. DOI: https://doi.org/10.21832/9781847691293-003

Dörnyei, Zoltan & Ema Ushioda, eds. (2009). Motivation, Language, Identity and the L2 self. Clevedon: Multilingual Matters. DOI: https://doi.org/10.21832/9781847691293

Escobar, Cristina & Evnitskaya, Natalia (2013). Affording Students Opportunities for the Integrated Learning of Content and Language. A Contrastive Study on Classroom Interactional Strategies Deployed by two CLIL Teachers. In Arnau, Joaquim, ed., 158-182. DOI: https://doi.org/10.21832/9781783090266-010

Halbach, Ana. (2014). Teaching (in) the Foreign Language in a CLIL Context: Towards a New Approach, in Breeze, Ruth; Llamas, Cristina; Martínez, Concepción. & Carmen Tabernero, eds. 1-14. DOI: https://doi.org/10.1163/9789401210614_002

García, Ofelia & Li, Wei. (2014). Translanguaging: Language, Bilingualism and Education. London:Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765_4

Gierlinger, Erwan M. (2017) The Challenging Interplay of Content, Context, and Community for CLIL Implementations and a Didactic Model to Cope with CLIL’s Hybrid Pedagogy. English as a Global Language Education (EaGLE) Journal.3-1, DOI: 10.6294/Ea- GLE.2017.0301.04

Krashen, Stephen. (1985). The Input Hypothesis: Issues and Implications. New York: Longman.

Kubanyiova, Maggie. (2014). Motivating Language Teachers: Inspiring Vision. In Lasagabaster, David., Doiz, Aintzane & Juan Manuel Sierra, eds., 71-89. DOI: https://doi.org/10.1075/lllt.40.04kub

Lasagabaster, David., Doiz, Aintzane & Juan Manuel Sierra, eds. (2014). Motivation and Foreign Language Learning: From Theory to Practice. Amsterdam: John Benjamins. DOI: https://doi.org/10.1075/lllt.40

Long, Michael H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In Ritchie, William C. & Bhatia, Tej K., eds., 413-468. DOI: https://doi.org/10.1016/B978-012589042-7/50015-3

Lyster, R. (2007). Learning and Teaching Languages through Content. A Counterbalanced Approach. Amsterdam/Philadelphia: John Benjamins. DOI: https://doi.org/10.1075/lllt.18

Meyer, Oliver; Coyle, Do; Halbach, Ana; Ting, Teresa; and Kevin Schuck (2015). Adopting a Pluriliteracies Approach to Content and Language Integrated Learning: Developing Learner Progression in Academic Knowledge-construction and Meaning-making through an Additional Language. Language, Culture and Curriculum. Special CLIL Volume 2015. DOI: https://doi.org/10.1080/07908318.2014.1000924

Nikula, Tarda; Dafouz, Emma; Moore, Pat & Ute Smit, eds. (2016). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781783096145

Nikula, Tarda; Dalton-Puffer, Christiane, Llinares; Ana & Francisco Lorenzo (2016). More than Content and Language: The Complexity of Integration in CLIL and Multilingual Education, in Nikula, Tarda; Dafouz, Emma; Moore, Pat & Ute Smit, eds., 1-28. DOI: https://doi.org/10.21832/9781783096145-004

Nikula, Tarda. (2005). English as an Object and Tool of Study in the Classrooms: Interactional Effects and Pragmatic Implications. Linguistics and Education, 16 (1): 27-58. DOI: https://doi.org/10.1016/j.linged.2005.10.001

Polias, John (2016). Apprenticing Students into Science: Doing, Talking and Writing Scientifically. Melbourne: Lexis Education.

Ritchie, William C. & Bhatia, Tej K., eds. (1996). Handbook of Second Language Acquisition. San Diego: Academic Press DOI: https://doi.org/10.1016/B978-012589042-7/50003-7

Ushioda, Ema (2014). Motivation, Autonomy and Metacognition: Exploring their Interactions. In Lasagabaster, David; Doiz, Aintzane & Juan Manuel Sierra, eds., 31-49. DOI: https://doi.org/10.1075/lllt.40.02ush