Uncovering CLIL : content and language integrated learning in bilingual and multilingual education
By P. Mehisto, D. Marsh, M. Frigols. 2008
515 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/eeb18becf9199a8cdd9ece1c7f87cbb5f07b0662
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Citations in the corpus
- CLIL Teacher Development: Challenges and Experiences (2012, background): “Readings usually came from three core textbooks: Bentley (2010), Coyle, Hood, and Marsh (2010), and Mehisto, Marsh, and Frigols (2008).”
- 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’.”
- Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design (2013, methodology): “The following example (from Mehisto et al., 2008: 50-69) illustrates in summary form the procedures used to develop a one-week science unit on volcanoes and is similar to the example from Wiggins and McTighe cited above.”
- Content-based language teaching: Convergent concerns across divergent contexts (2011, background): “Also rapidly growing are content and language integrated learning (CLIL) programs across Europe and elsewhere (see Coyle, 2007; Mehisto et al., 2008).”
- How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning (2015, background): “Despite the popularity of CLIL, it encounters several challenges, namely students’ L2 proficiency level on the onset of CLIL, teacher education, and curriculum and assessment design (Mehisto, Marsh, and Frigols 2008).”