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Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

Hua, Tzu-Ling (Dirección de Publicaciones, 2020)

A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Pappa, Sotiria (Dirección de Publicaciones, 11/22/2021)

Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

Sánchez García, Rosa; PavónVázquez, Víctor (Dirección de Publicaciones, 11/22/2021)

Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views

Hekmatshoar Tabari, Bizhan; Rahimy, Ramin (Dirección de Publicaciones, 11/22/2021)

Teaching English Vocabulary to Higher Technical Professional Education Students. Chilean Sign Language as a Multimodal Strategy

Lohaus Reyes, María Francisca; Herrera Fernández, Valeria (Dirección de Publicaciones, 11/22/2021)

Less is More: Content Compression in CLIL

Wentzel, Arnold (Dirección de Publicaciones, 11/22/2021)

From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

Solimán, Maha (Dirección de Publicaciones, 11/22/2021)

Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies

Graham, Keith M.; Matthews, Sharon D.; Eslami, Zohreh R. (Dirección de Publicaciones, 2021-11-14)

Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement

Bahrami, Samaneh; Rahimy, Ramin (Dirección de Publicaciones, 2021-01-14)

EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University

Arias de la Cruz, Andrés (Dirección de Publicaciones, 2021-01-14)

How Effective is the Assessment Component of a Customized CLIL Program?

Işık, Ali (Dirección de Publicaciones, 2021-01-14)

Puerto Rican Teachers’ and Students’ Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students

Mari, Vanessa; Carroll, Kevin S. (Dirección de Publicaciones, 2021-01-14)

CLIL in Pharmacology: Enabling Student Voice

Filice, Serafina (Dirección de Publicaciones, 2021-01-14)

English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

Tejada Sanchez, Isabel; Molina Naar, Mario (Dirección de Publicaciones, 2021-01-14)

Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL

Young, Davey (Dirección de Publicaciones, 2020-08-28)

Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

Lopes Murphy, Solange A. (Dirección de Publicaciones, 2020-08-28)

EFL Education for the Visually Impaired in Japan: Data from Five Interviews

Carpenter, James (Dirección de Publicaciones, 2020-08-28)

Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

Delaney, Thomas A.; Hata, Maiko (Dirección de Publicaciones, 2020-08-28)

Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

Maunsell, Matthias (Dirección de Publicaciones, 2020-08-28)

An Exploration of EFL Teachers’ Experience with Learning Disability Training

Sowell, Jimalee; Sugisaki, Larry (Dirección de Publicaciones, 2020-08-28)

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LACLIL > Latin American Journal of Content & Language Integrated Learning: Recent submissions

Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views

Teaching English Vocabulary to Higher Technical Professional Education Students. Chilean Sign Language as a Multimodal Strategy

Less is More: Content Compression in CLIL

From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies

Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement

EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University

How Effective is the Assessment Component of a Customized CLIL Program?

Puerto Rican Teachers’ and Students’ Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students

CLIL in Pharmacology: Enabling Student Voice

English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL

Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

EFL Education for the Visually Impaired in Japan: Data from Five Interviews

Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

An Exploration of EFL Teachers’ Experience with Learning Disability Training

LACLIL > Latin American Journal of Content & Language Integrated Learning: Recent submissions

Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives ﻿

A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum ﻿

Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations ﻿

Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views ﻿

Teaching English Vocabulary to Higher Technical Professional Education Students. Chilean Sign Language as a Multimodal Strategy ﻿

Less is More: Content Compression in CLIL ﻿

From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks ﻿

Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies ﻿

Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement ﻿

EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University ﻿

How Effective is the Assessment Component of a Customized CLIL Program? ﻿

Puerto Rican Teachers’ and Students’ Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students ﻿

CLIL in Pharmacology: Enabling Student Voice ﻿

English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University ﻿

Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL ﻿

Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities ﻿

EFL Education for the Visually Impaired in Japan: Data from Five Interviews ﻿

Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities ﻿

Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective ﻿

An Exploration of EFL Teachers’ Experience with Learning Disability Training ﻿

Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives

A Case Study of Three Finnish Pre-Service Teachers’ Emotions and Understanding of CLIL During an Online Practicum

Students’ Perceptions on the Use of Project-Based Learning in CLIL: Learning Outputs and Psycho-Affective Considerations

Tailored vs. Standard Curriculum and General English Achievement: A Study of Teachers’ Views

Teaching English Vocabulary to Higher Technical Professional Education Students. Chilean Sign Language as a Multimodal Strategy

Less is More: Content Compression in CLIL

From Integrating to Learning: Insights from Spanish L2 Multiple Documents Selection in Reading Tasks

Using Children’s Literature to Teach the 4Cs of CLIL: A Systematic Review of EFL Studies

Investigating Impact of Analysis Matrix Summarization Technique on Iranian University Students’ Reading Comprehension Enhancement

EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University

How Effective is the Assessment Component of a Customized CLIL Program?

Puerto Rican Teachers’ and Students’ Beliefs toward Spanish Use in the English Classroom as a Way to Motivate Students

CLIL in Pharmacology: Enabling Student Voice

English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL

Contention Between English as a Second Language and Special Education Services for Emergent Bilinguals with Disabilities

EFL Education for the Visually Impaired in Japan: Data from Five Interviews

Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective

An Exploration of EFL Teachers’ Experience with Learning Disability Training