Journal of immersion and content-based language education

• 

  Año 2024, Vol. 12, Número 2

  • Research Article

    • Cognitive processes and strategies of bilingual students when attempting assessments in an L2

      Xing San Teng, Janet Hsiao, Yuen Yi Lo

      • Resumen

      págs. 135-161

      

    • The impact of adjunct instruction on EFL academic writing at university

      Helena Roquet Pugès, Noelia Navarro Gil, Florentina Nicolás Conesa

      • Resumen

      págs. 162-191

      

    • Fluctuating cognitive benefits in children attending early bilingual immersive instruction

      Cristina-Anca Barbu, Sophie Gillet, Martine Poncelet

      • Resumen

      págs. 192-220

      

    • The relationship between teachers’ pedagogical practices in CLIL and the development of students’ foreign language oral proficiency

      Takanori Sato

      • Resumen

      págs. 221-248

      

    • Sociocultural dynamics of learners’ emotions in a Chinese English-medium instruction context

      Youzhi Sun

      • Resumen

      págs. 249-270

      

  • Book Review

    • Review of de la Fuente (2022): Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula

      Araceli Salas

      Es reseña de:

      • Education for Sustainable Development in Foreign Language Learning: Content-Based Instruction in College-Level Curricula

        de la Fuente, María J. editor

        London : Routledge, 2022

      págs. 271-274

      

    • Review of Coyle, Meyer & Staschen-Dielmann (2023): A Deeper Learning Companion for CLIL.: Putting Pluriliteracies into Practice

      Patricia Carabelli

      Es reseña de:

      • A Deeper Learning Companion for CLIL. Putting Pluriliteracies into Practice

        Coyle, Do; Meyer, Oliver; Staschen-Dielmann, Sussane, editors

        Cambridge : Cambridge University Press, 2023

      págs. 275-279