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Cited by

• 2011Content-and-Language Integrated Learning: From Practice to Principles?1,054 cited
• 2013CLIL implementation: from policy-makers to individual initiatives107 cited
• 2015Integration in CLIL: a proposal to inform research and successful pedagogy106 cited
• 2015Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning99 cited
• 2014A genre approach to the effect of academic questions on CLIL students’ language production34 cited
• 2017Training teachers for English Medium Instruction: lessons from research on second language listening comprehension21 cited
• 2018Supporting English-as-a-Foreign-Language (EFL) Learners’ Science Literacy Development in CLIL: A Genre-Based Approach21 cited
• 2019Content and Language Integrated Learning in Hong Kong21 cited
• 2018Comparing rhetorical devices in history textbooks and teachers’ lessons: Implications for the development of academic language skills18 cited
• 2012On the role of peer discussions in the learning of subject-specific language use in CLIL18 cited
• 2018How do we measure up?17 cited
• 2018Innovations and Challenges in CLIL Research: Exploring the Development of Subject-Specific Literacies16 cited
• 2022New genres and new approaches: teaching and assessing product pitches from a multimodal perspective in the ESP classroom