Introduction: instructional practices and teacher development in CLIL and immersion school settings
págs. 273-274
págs. 275-286
Negotiating political positions: subject-specific oral language use in CLIL classrooms
págs. 287-302
págs. 303-318
Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time?
págs. 319-331
Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey
págs. 332-348
Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)
págs. 349-365
Searching for identity and focus: towards an analytical framework for language teachers in bilingual education
págs. 366-383
Postscriptum: research pathways in CLIL/Immersion instructional practices and teacher development
págs. 384-387
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