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Cited by

• 2013CLIL: Some of the reasons why … and why not227 cited
• 2013The power of beliefs: lay theories and their influence on the implementation of CLIL programmes193 cited
• 2014Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme154 cited
• 2016Helping Language Teachers to Thrive: Using Positive Psychology to Promote Teachers’ Professional Well-Being147 cited
• 2021The Cambridge Handbook of Task-Based Language Teaching128 cited
• 2010Teachers' concerns and uncertainties about the introduction of CLIL programmes118 cited
• 2015‘You can speak German, sir’: on the complexity of teachers' L1 use in CLIL116 cited
• 2018The English-medium paradigm: a conceptualisation of English-medium teaching in higher education115 cited
• 2015Integration in CLIL: a proposal to inform research and successful pedagogy106 cited
• 2011Written discourse development in CLIL at secondary school106 cited
• 2014Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations101 cited
• 2015Getting used to content and language integrated learning: what can classroom interaction reveal?94 cited
• 2013CLIL in junior vocational secondary education: challenges and opportunities for teaching and learning