Content and Language Integration in K–12 Contexts
Student Outcomes, Teacher Practices, and Stakeholder Perspectives
Bibliographic Data
| ID | 8936153 |
|---|---|
| Authors | Diane J Tedick (0000-0002-9275-2984, University of Minnesota, corresponding author), Laurent Cammarata (0000-0001-9998-2208, University of Alberta) |
| Year | 2012 |
| Volume | 45 |
| Issue | s1 |
| Publication date | 2012-05-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2012.01178.x |
| OpenAlex | W2068510987 |
| Language | EN |
| Citations received | 25 |
| References cited | 54 |
This literature review, which examines the research on integrating the teaching of content and language at the pre‐K–12 level, provides a synthesis of research conducted over the past 10 years in a wide array of educational contexts, ranging from content‐driven, high time‐intensive to language‐driven, low time‐intensive program models. Organized into three major thematic strands, this review examines research on student outcomes, on classroom interaction studies that emphasize teacher practice, and on stakeholder perspectives in contexts where approaches aiming at integrating content and language in instruction are being implemented. The review concludes with a discussion highlighting key issues that remain to be addressed and outlines directions for future research
Language acquisition · Mathematics education · Pedagogy · Political science · Public relations · Qualitative research · Sociology · Stakeholder · Thematic analysis · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Critical Analysis of CLIL
Is English-medium instruction effective in improving Chinese undergraduate students' English competence?
Teaching and learning indigenous languages
Integrating Content and Language Instruction for Multilingual Learners
Teacher language awareness for CLIL in multilingual settings
Developing potentiality
Academic and English language outcomes for DLLs as a function of school bilingual education model
Integrated content, language, and literacy instruction in a Canadian French immersion context
Balancing linguistic and extra-linguistic gains in CLIL
Towards a professional development tool for teachers of English in bilingual streams
Searching for identity and focus
Teacher content-language awareness in Canadian immersion teacher education programs
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
Preparing Teachers for Plurilingualism through Language Awareness
A review of research on content-based foreign/second language education in US K-12 contexts
The Influence of Classroom Drama on English Learners’ Academic Language Use During English Language Arts Lessons
The integration of content and language in CLIL
Way forward in the twenty-first century in content-based instruction
Investigating connections between teacher identity and pedagogy in a content-based classroom
Preservice teachers learning to integrate language within content instruction in dual language classrooms
English immersion at middle-tier private schools in Karachi, Pakistan
University Faculty Beliefs About Emergent Multilinguals and Linguistically Responsive Instruction
Content and language integrated pedagogy and language learning motivation in a socioeconomically marginalized school context
Integration PCK
A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education
Bilingual education
Encyclopedia of Language and Education
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
Clil
Learning and Teaching Languages Through Content
Balancing Content and Language in Instruction
Immersion and CLIL in English
Interactional Feedback and Instructional Counterbalance
Objectification, Positivism and Language Studies
Insider Views of the CLIL Class Through Teacher Self-observation–Introspection
Learning through L2 – Content and Language Integrated Learning (CLIL) and English as Medium of Instruction (EMI)
An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
Content and Language Integrated Learning
Assessing CLIL at Primary School
Stakeholder Perspectives
Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students
Language Learning and Its Impact on the Brain
Content‐Based Instruction in the Foreign Language Classroom
Foreign Language Instruction in U.S. Schools
Towards an analysis of discourse
| Unique citing works | 25 |
|---|---|
| Citations per year | 2,08 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 25 |