| Bilingual education for young children: review of the effects and consequences |
19 |
| Analysing students' content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain |
17 |
| Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms |
15 |
| Implementing English-medium instruction (EMI) in China: teachers' practices and perceptions, and students' learning motivation and needs(*) |
15 |
| Exploring translanguaging in CLIL |
15 |
| Reframing foreign language learning as bilingual education: epistemological changes towards the emergent bilingual |
11 |
| Content and language integrated learning in the Netherlands: teachers' self-reported pedagogical practices |
11 |
| The language of ciencia: translanguaging and learning in a bilingual science classroom |
11 |
| Translanguaging in mainstream education: a sociocultural approach |
11 |
| Translanguaging in Chinese foreign language classrooms: students and teachers' attitudes and practices |
10 |
| Translanguaging and translation: the construction of social difference across city spaces |
9 |
| Degree of bilingualism modifies executive control in Hispanic children in the USA |
9 |
| The English-medium paradigm: a conceptualisation of English-medium teaching in higher education |
9 |
| Reconceptualizing and describing teachers' knowledge of language for content and language integrated learning (CLIL) |
9 |
| Anxiety, language use and linguistic competence in an immigrant context: a vicious circle? |
8 |
| The training and accreditation of teachers for English medium instruction: an overview of practice in European universities |
8 |
| CLIL as a way to multilingualism |
8 |
| Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction |
8 |
| Individual differences in very young Chinese children's English vocabulary breadth and semantic depth: internal and external factors |
7 |
| Teachers' code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions |
7 |
| Integrated content, language, and literacy instruction in a Canadian French immersion context: a professional development journey |
7 |
| Teacher agency within the Finnish CLIL context: tensions and resources |
6 |
| Moments of metalinguistic awareness in a Kindergarten class: translanguaging for simultaneous biliterate development |
6 |
| Searching for identity and focus: towards an analytical framework for language teachers in bilingual education |
6 |
| Controversies of bilingual education in China |
6 |
| Translanguaging in a Chinese-English bilingual education programme: a university-classroom ethnography |
5 |
| The unit and focus of analysis in lingua franca English interactions: in search of a method |
5 |
| The multiplicities of multilingual interaction |
5 |
| The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong |
5 |
| Exploring Uyghur University students' identities constructed through multilingual practices in China |
5 |
| Understanding Chinese language teachers' language ideologies in teaching South Asian students in Hong Kong |
5 |
| A longitudinal study on the gradual cognate facilitation effect in bilingual children's Frisian receptive vocabulary |
5 |
| Heteroglossic practices in a multilingual science classroom |
5 |
| Simultaneous vs. successive bilingualism among preschool-aged children: a study of four-year-old Korean-English bilinguals in the USA |
5 |
| The role of working and short-term memory in predicting receptive vocabulary in monolingual and sequential bilingual children |
5 |
| Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study |
4 |
| Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time? |
4 |
| Collaborations between language and content university instructors: factors and indicators of positive partnerships |
4 |
| Content and language integration at universities? Collaborative reflections |
4 |
| English-medium instruction and teacher education programmes in higher education: ideological forces and imagined identities at work |
4 |
| Questioning and responding in the classroom: a cross-disciplinary study of the effects of instructional mediums in academic subjects at a Chinese university |
4 |
| Tibetan bilingual education in Qinghai: government policy vs family language practice |
4 |
| Protecting language or promoting dis-citizenship? A poststructural policy analysis of the Shanghainese Heritage Project |
4 |
| Adjusting to higher education in Hong Kong: the influence of school medium of instruction |
4 |
| Differences in use without deficiencies in competence: passives in the Turkish and German of Turkish heritage speakers in Germany |
4 |
| Bilingual/multilingual learners' willingness to communicate in and anxiety on speaking Chinese and their associations with self-rated proficiency in Chinese |
3 |
| Niche market and individual practices in Tibetan language education in China: an ethnography of language policy |
3 |
| Individual agency in language acquisition planning for multi-dialectism: A Shanghai story |
3 |
| Curriculum genres and task structure as frameworks to analyse teachers' use of L1 in CBI classrooms |
3 |
| In this country my children are learning two of the most important languages in Europe': ideologies of language as a commodity among Greek migrant families in Luxembourg |
3 |
