Critical Analysis of CLIL: Taking Stock and Looking Forward

By J. Cenoz, F. Genesee, D. Gorter. 2014

537 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/88e3c6428b5ff197b2469a564718036306f546be

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In Electronic, Optical and Magnetic Materials

In Literature and Literary Theory

Citations in the corpus

Integration in CLIL: a proposal to inform research and successful pedagogy (2015, background): “…education programmes on students’ second language competence and participants’ perspectives, recently, the need to explore how content and language are best taught and learnt in integration has been brought to the fore (Cenoz et al., 2014; Llinares, Morton, & Whittaker, 2012; Vollmer, 2008).”
Exploring translanguaging in CLIL (2019, background): “…the similarities and differences between CLIL and other forms of bilingual education, particularly immersion, (in chronological order, see Lasagabaster and Sierra 2010; Somers and Surmont 2012; Cenoz, Genesee, and Gorter 2014; Dalton-Puffer et al. 2014; Nikula and Mård-Miettinen 2014; Cenoz 2015a).”
Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2019, background): “In particular, we feel that there is a dearth of research as regards the investigation of the effectiveness of CLIL in the development of contents in Primary Education, as little is known about subject-matter learning in CLIL (Cenoz, Genesee, and Gorter 2014; Lasagabaster and Ruiz de Zarobe 2010).”
Content-based instruction and content and language integrated learning: the same or different? (2015, methodology): “This conclusion is very important for both researchers and practitioners because they can share research findings and practices from different parts of the world instead of limiting themselves to the programmes that are specific to their own context (see also Cenoz et al., 2014).”
The Routledge handbook of English language teaching (2018, background): “Our identities are social, psychological, historical and cultural at the same time.”