References

• 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project335 cited
• 2011Is CLIL so beneficial, or just selective? Re-evaluating some of the research284 cited
• 2015EVALUATING A BILINGUAL EDUCATION PROGRAM IN SPAIN: THE IMPACT BEYOND FOREIGN LANGUAGE LEARNING241 cited
• 2013CLIL: Some of the reasons why … and why not227 cited
• 2007CLIL Learning: Achievement Levels and Affective Factors201 cited
• 2013The affective dimension in second language acquisition177 cited
• 2013Listening to learners: an investigation into ‘successful learning’ across CLIL contexts172 cited
• 2013Content and Language Integrated Learning: A research agenda169 cited
• 2016Putting CLIL into practice168 cited
• 2017Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain164 cited
• 2013Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?153 cited
• 2014Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations101 cited
• 2018CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia75 cited
• 2015They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes