A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making

By O. Meyer, Do Coyle, A. Halbach, Kevin Schuck, T. Ting. 2015

223 citations recorded by the source corpus.

Subfields: Electronic, Optical and Magnetic Materials, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/7079e58690f5c2096321020ec8a0a47d96371bc7

How researchers see this paper

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

In Electronic, Optical and Magnetic Materials

1. aLberto Fernández-CostaLes
2. K. Rajagopalan
3. Javier Fernández-Sanjurjo
4. José Miguel Arias Blanco

In Literature and Literary Theory

1. K. R. Mahan
2. aLberto Fernández-CostaLes
3. K. Rajagopalan
4. Javier Fernández-Sanjurjo
5. José Miguel Arias Blanco

Citations in the corpus

• Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2019, background): “The study by Meyer et al. (2015) underlines that learning contents through an additional language is linked to subject-specific literacies and discursive features.”
• The Routledge handbook of English language teaching (2018, background): “For SCT, any psychological function begins intermentally in communicative activity (for instance between caregiver and infant or between expert and novice) and is transformed intramentally (Vygotsky, 1978).”
• The comprehending teacher: scaffolding in content and language integrated learning (CLIL) (2020, background): “The third emerging theme is how to support SLL’s academic language development so students can use correct terminology (cf. Meyer et al. 2015; Meyer and Coyle 2017; Morton 2015).”