Content-based language teaching: Convergent concerns across divergent contexts

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Integration in CLIL: a proposal to inform research and successful pedagogy (2015, background): “Thus, due to the impossibility of mapping CLIL to a specific bilingual educational approach, excluding others, many researchers have advocated for the potential for convergence (Cenoz et al., 2014; Lyster & Ballinger, 2011; Somers & Surmont, 2012).”
CLIL Teacher Development: Challenges and Experiences (2012, background): “Nor is there development of CLIL teacher training programmes, content materials or instructional resources (Lyster and Ballinger, 2011, p. 286; Ruiz de Zarobe, 2008, p. 62).”
A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “The basic principle is to teach some or all nonlanguage content subjects through the language that students are learning as an L2 (Lyster & Ballinger, 2011; Stoller, 2008).”
The effects of biliteracy instruction on morphological awareness (2013, background): “…to which teachers are able to reap the benefits of professional development is commensurate with “institutional commitments to provide teachers with sufficient time and sustainable opportunities for peer coaching in the spirit of cross-disciplinary collaboration” (Lyster & Ballinger, 2011, p. 286).”