CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe

By Liss Kerstin Sylvén. 2013

109 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/23cec92dbd796306c79ef082cd7b879652331bdd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Rajagopalan
2. Wen-hsien Yang

In Language and Linguistics

1. K. Rajagopalan
2. Wen-hsien Yang

In Literature and Literary Theory

1. K. Rajagopalan
2. Wen-hsien Yang

Citations in the corpus

• Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme (2015, background): “Unlike most European CLIL cases which tend to be highly ethnically homogeneous (e.g. Jappinen 2005; Lasagabaster and Ruiz de Zarobe 2010; Sylven 2013), it is foreseeable that the present CLIL programme together with many other programmes in Taiwan will attract an increasing number of international…”
• The Routledge handbook of English language teaching (2018, background): “Consequently, a sociocultural approach based on a Vygotskian framework to the study of human thinking, learning and development highlights how the social and the cognitive are culturally interrelated and form a ‘dialectic’.”