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Can Thai students thrive in CLIL classrooms?

Abstract This study examines how 25 Thai lower secondary students with limited English proficiency engaged with their first experience of Content and Language Integrated Learning (CLIL) in a logistics...

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The impact of intensity of CLIL programmes and extramural English on primary school students’ communicative appropriateness in writing

Abstract The present study examines the impact of intensity of CLIL programmes on primary school students’ communicative appropriateness in writing. It also addresses the influence of language exposur...

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Susan Ballinger interviews Laurent Cammarata & Pádraig Ó Duibhir on JICB | EDITOR IN THE SPOTLIGHT

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Exploring the relationship between language learning mindsets, academic success, and language proficiency in English medium medical education

Abstract Language Learning Mindsets (LLMs) encompass learners’ beliefs concerning language learning and how these beliefs can influence their motivation to embrace challenges to learn better. This stu...

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Journal of Immersion and Content-Based Language Education

The Journal of Immersion and Content-Based Language Education (JICB) invites research and theoretical papers related to all levels (from pre-Kindergarten to university) of language education contexts in which language is used as the vehicle to teach subject matter content, including but not limited to: bi- and multilingual education; all forms of language immersion education that strive for additive bilingualism; subject-matter driven minority, heritage, and Indigenous language education; dual language education; content-based language instruction (CBI); content and language integrated learning (CLIL); English-medium instruction (EMI); language across the curriculum; sheltered English as a second language (ESL); language for specific and academic purposes. More details can be found in the general submission guidelines.JICB editors welcome submissions that report on empirical research and/or offer theoretical discussions, with a preference for innovative submissions that push the field forward and generate new knowledge. The content of the journal is geographically broad and multidisciplinary (e.g., education; applied linguistics; anthropology; sociology; psychology; speech, language, hearing sciences; language policy and planning; etc.). The JICB supports the use of a wide range of research methodologies (qualitative, quantitative, mixed methods, action research).Peer Review Policy: All articles submitted to this journal undergo rigorous peer review, based on initial editor screening and blind review by at least two anonymous referees.JICB publishes its articles Online First.Social media presence: https://bsky.app/profile/jicbsocial.bsky.social

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Ana Llinares, Susan Ballinger, Yuen Yi Lo & Darío Luis Banegas on JICB | EDITOR IN THE SPOTLIGHT

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Using a rubric as a mediational tool to assess pre-service immersion teacher development

Abstract Dual language and immersion (DLI) teaching requires knowledge and pedagogical skills focused on language and content integration (e.g., Cammarata & Tedick, 2012; Lyster, 2007; Tedick &amp...

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Journal of Immersion and Content-Based Language Education 13:2

Issue of Journal of Immersion and Content-Based Language Education

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Empowering language learners: The intersection of Maker Education and CLIL

Traditional language teaching has often focused on language in isolation from real-world contexts. However, recognizing the inherent link between language and content, Content and Language Integrated ...

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Review of Ruiz-Madrid & Fortanet-Gómez (2024): Teacher Professional Development for the Integration of Content and Language in Higher Education | John Benjamins

Welcome to e-content platform of John Benjamins Publishing Company. Here you can find all of our electronic books and journals, for purchase and download or subscriber access.

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An exploration of oral language profiles of students in early French immersion | John Benjamins

Abstract This article describes an exploratory study of bilingual oral language profiles among a diverse group of students in Early French Immersion (EFI), in Ontario, Canada. Participants were 28 EFI...

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The impact of CLIL intensity and extramural English on the receptive skills of young EFL learners | John Benjamins

Abstract Research on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degr...

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Harnessing the situated nature of CLIL for teacher education through a comparative study | John Benjamins

Abstract The dual focused approach of Content and language Integrated Learning (CLIL) has been adopted across a range of linguistic and geographical regions adding to the complexity and variety of CLI...

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Fluctuating cognitive benefits in children attending early bilingual immersive instruction | John Benjamins

Abstract Cognitive benefits have been reported in early bilinguals as well as in children attending a Content and Language Integrated Learning (CLIL) school programme. Recent findings, however, show d...

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Journal of Immersion and Content-Based Language Education

The Journal of Immersion and Content-Based Language Education (JICB)invites research and theoretical papers related to all levels (from pre-Kindergarten to university) of language education contexts i...

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The readability of books for immersion schools: Understanding the role of text complexity, context and literary aspects

Few books are available to support reading instruction in minority language immersion programs. Since North American teachers provide children with a choice of books scaffolded in difficulty and suite...

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EFL lexical abilities in pre-primary education: Longitudinal effects of individual differences, quality and quantity of exposure

The increasing need for plurilingualism within the latest decades has led many schools to promote an early start to Foreign Language (FL) teaching, in some cases as early as in pre-primary education. ...

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The Routledge Handbook of Language Teacher Action Research

The Routledge Handbook of Language Teacher Action Research is an authoritative and innovative treatment of language teacher action research (LTAR) as a growing research field. Edited by two global tho...

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