Journal of immersion and content-based language education

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  Año 2025, Vol. 13, Número 2

  • Content and language integrated learning in Kazakhstan: A scoping review

    Malik Satayev, Sotiria Varis, Yerkebulan Ashirbayev, Zaure Koshanova, Nuri Balta

    • Resumen

    págs. 193-215

    

  • A review of a decade of scaffolding practices for learning in CLIL science classrooms

    Nashwa Nashaat Sobhy, Eva M. Mestre Mestre, Penny MacDonald

    • Resumen

    págs. 216-247

    

  • The effects of instruction on students’ argumentative scientific writing in a Basque medium of instruction setting

    Eneritz Garro Larrañaga, Eneko Antón Ustariz, Roberto Arias Hermoso, Unai Carmona Igartua

    • Resumen

    págs. 248-270

    

  • Using a rubric as a mediational tool to assess pre-service immersion teacher development

    Diane J. Tedick, Corinne S. Mathieu

    • Resumen

    págs. 271-294

    

  • Demystifying the English bias in science: An exploration of the factors influencing bilinguals’ linguistic choices around STEM subjects in minority language education

    Enlli Môn Thomas, Nia Mererid Parry, Gareth Caulfield, Cadi Gwen Siôn

    • Resumen

    págs. 295-318

    

  • Review of Otto & Pérez (2023): Handbook of CLIL in Pre-primary Education

    Keiko Tsuchiya (res.)

    Es reseña de:

    • Handbook of CLIL in pre-primary education / Ana Otto (ed. lit.), Beatriz Cortina Pérez (ed. lit.)

      Springer International Publishing AG, 2023. Springer International Handbooks of Education. ISBN 9783031047688

    págs. 319-323

    

  • Review of Costa & Mariotti (2023): Input in English-Medium Instruction

    Simin Zeng (res.)

    Es reseña de:

    • Input in EnglishMedium Instruction

      Francesca Costa (ed. lit.), Cristina Mariotti (ed. lit.)

      New York : Routledge, 2023

    págs. 324-327