Linguistic Knowledge and Subject Knowledge: How Does Bilingualism Contribute to Subject Development?

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Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “modern foreign languages including German: Gallagher-Brett (2006) found that reading was perceived by students as very difficult, in particular by first-year students,”
Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2019, background): “…benefits reported by research (Casal and Moore 2009; Cenoz 2015; Coyle 2002; Dafouz and Guerrini 2009; Escobar Urmeneta 2001; Escobar Urmeneta and Sánchez Sola 2009; Gajo 2007; Grandinetti, Langellotti, and Ting 2013; Halbach 2008; Lasagabaster and Ruiz de Zarobe 2010; Madrid and Hughes 2011).”
CLIL classroom discourse: Research from Europe (2013, background): “However, there have also been calls for research that would emphasize the importance of a balanced take on the two in order to account for the very notion of content and language integration (e.g. Gajo, 2007; Vollmer, 2008).”