Vol. 12, No. 2 (2019), English Language Teaching

• • Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study
  • •  Xabier San Isidro   
    •  David Lasagabaster   
    • p1
    •  PDF 
      
• • Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training
  • •  Otilia Martí   
    •  Laura Portolés   
    • p17
    •  PDF 
      
• • Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective
  • •  Richard Nightingale   
    •  Pilar Safont   
    • p37
    •  PDF 
      
• • Openings and Closing in Emails by CLIL Students: A Pedagogical Proposal
  • •  Victòria Codina-Espurz   
    •  Patricia Salazar-Campillo   
    • p57
    •  PDF 
      
• • Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context
  • •  Ana Herraiz Martinez   
    •  Ariadna Sánchez Hernández   
    • p68
    •  PDF 
      
• • Lexical Availability Output in L2 and L3 EFL Learners: Is There a Difference?
  • •  Rosa Mª Jiménez Catalán   
    •  Almudena Fernández Fontecha   
    • p77
    •  PDF 
      
• • Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms
  • •  Irene Guzmán-Alcón   
    • p88
    •  PDF 
      
• • The Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamwork
  • •  Eulàlia Borràs   
    •  Emilee Moore   
    • p100
    •  PDF 
      
• • Weighing up the Effects of Working Memory and Cognitive Abilities in CLIL Learning
  • •  Laura Sánchez   
    • p113
    •  PDF 
      

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