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The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils
16 references·0 citing·39 second hop
The impact of CLIL on the L2 French and L1 Dutch proficiency of Flemish secondary school pupils (2021)The impact of CLIL on the L2 French and L…Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2017)Analysing students’ content-l…The effect of content and language integrated learning on students' English and history competences – Killing two birds with one stone? (2015)The effect of content and lan…Motivational Dynamics in Language Learning: Change, Stability, and Context (2014)Motivational Dynamics in Lang…Critical Analysis of CLIL: Taking Stock and Looking Forward (2013)Critical Analysis of CLIL: Ta…Content and Language Integrated Learning: Panacea or Policy Borrowing Myth? (2013)Content and Language Integrat…The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension (2012)The influence of exposure, pa…Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011)Is CLIL so beneficial, or jus…Content-and-Language Integrated Learning: From Practice to Principles? (2011)Content-and-Language Integrat…CLIL research in Europe: past, present, and future (2011)CLIL research in Europe: past…Language Use and Language Learning in CLIL Classrooms (2010)Language Use and Language Lea…CLIL (2010)CLILQuestionnaires in Second Language Research (2009)Questionnaires in Second Lang…4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study (2009)4. The L2 Motivational Self S…Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English (2006)Evaluation of bilingual secon…The development of a questionnaire to measure students' motivation towards science learning (2005)The development of a question…Perceived locus of causality and internalization: Examining reasons for acting in two domains. (1989)Perceived locus of causality …Self-efficacy mechanism in human agency. (1982)National Science Education Standards (1995)Self-Efficacy: The Exercise of Control (1999)Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach (2013)Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research (2014)Motivation in Learning (2020)INPUT, INTERACTION, AND SECOND‐LANGUAGE ACQUISITION (1981)Ways with Words: Language, Life and Work in Communities and Classrooms (1984)The Role of the Linguistic Environment in Second Language Acquisition (1996)INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING (2018)Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? (2019)Vocabulary in Language Teaching (2020)Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies (2007)A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making (2015)Content-based instruction and content and language integrated learning: the same or different? (2015)Pedagogical Translanguaging (2021)Age and the Rate of Foreign Language Learning (2006)Immersion and CLIL in English: more differences than similarities (2009)CLIL: Content and Language Integrated Learning (2010)CLIL: Some of the reasons why … and why not (2013)Is English-medium instruction effective in improving Chinese undergraduate students' English competence? (2014)Engineering lecturers’ views on CLIL and EMI (2015)The Input Hypothesis: Issues and Implications (1985)English-medium teaching in European higher education (2006)English-medium instruction in Chinese higher education: a case study (2013)Sociocultural Theory and Second Language Learning (2013)English as a medium of instruction - a growing global phenomenon (2014)Leadership and Performance beyond Expectations (1987)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)The Foreign Language Classroom: Current Perspectives and Future Considerations (2016)The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach (2010)Motivation and Vision: An Analysis of Future L2 Self Images, Sensory Styles, and Imagery Capacity Across Two Target Languages (2013)L2 grit: Passion and perseverance for second-language learning (2020)Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities (2011)Lots of Selves, some rebellious: Developing the Self Discrepancy Model for Language Learners (2016)Feedback-seeking behavior in second language writing: motivational mechanisms (2019)Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study (2023)
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References

  • 1989Perceived locus of causality and internalization: Examining reasons for acting in two domains.3,303 cited
  • 2010CLIL1,503 cited
  • 2011Content-and-Language Integrated Learning: From Practice to Principles?897 cited
  • 20094. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study687 cited
  • 2005The development of a questionnaire to measure students' motivation towards science learning627 cited
  • 2013Critical Analysis of CLIL: Taking Stock and Looking Forward618 cited
  • 2011CLIL research in Europe: past, present, and future559 cited
  • 2009Questionnaires in Second Language Research472 cited
  • 2012The influence of exposure, parents, and linguistic distance on young European learners' foreign language comprehension308 cited
  • 2011Is CLIL so beneficial, or just selective? Re-evaluating some of the research284 cited
  • 2006Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English283 cited
  • 2014Motivational Dynamics in Language Learning: Change, Stability, and Context275 cited
  • 2010Language Use and Language Learning in CLIL Classrooms230 cited
  • 2015The effect of content and language integrated learning on students' English and history competences – Killing two birds with one stone?

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189 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
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