Journal of multilingual and multicultural development

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  Año 2025, Vol. 46, Número 5. Dedicado a: Multilingualism and Multimodality in the CLIL/EMI Classroom

  • Research Articles

    • Multilingualism and multimodality in the CLIL/EMI classroom

      Yolanda Ruiz de Zarobe, Mercedes Querol Julián

      • Resumen

      págs. 1397-1415

      

    • Spontaneous teacher collaboration in early primary CLIL classrooms with pupils of special educational needs (SEN): a dynamic translanguaging and trans-semiotizing perspective

      Yiqi Liu, Angel M. Y. Lin

      • Resumen

      págs. 1416-1439

      

    • Looking into multimodal translanguaging in CLIL: a case study in the Basque Country

      Maite Amondarain Garrido, Yolanda Ruiz de Zarobe

      • Resumen

      págs. 1440-1458

      

    • Multimodality in CLIL assessment: implications for teacher assessment literacy

      Jiajia Eve Liu, Yuen Yi Lo

      • Resumen

      págs. 1459-1477

      

    • Exploring pre-service English teachers’ beliefs about plurilingualism: using visual and spoken methodologies with learners in a CLIL setting

      Liz Dale, Eline van Batenburg

      • Resumen

      págs. 1478-1492

      

    • CLIL teacher online professional development in translanguaging and trans-semiotizing: a pedagogy of multiliteracies

      Mercedes Querol Julián

      • Resumen

      págs. 1493-1509

      

    • Exploring language-related episodes (LREs) in English-medium instruction (EMI) from a translanguaging and multimodal perspective

      Enzo Boggio López, Francesca Costa

      • Resumen

      págs. 1510-1530

      

    • Mobilising multilingual and multimodal resources for facilitating knowledge construction: implications for researching translanguaging and multimodality in CLIL classroom context

      Kevin W H Tai, Li Wei

      • Resumen

      págs. 1531-1541