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Content-based Language Learning in Multilingual Educational Environments

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Cover of 'Content-based Language Learning in Multilingual Educational Environments'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: The Relevance of CLIL Education in Achieving Multilingualism on the Global Stage
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    Chapter 2 Different Educational Approaches to Bi- or Multilingualism and Their Effect on Language Attitudes
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    Chapter 3 Languages for All in Education: CLIL and ICLHE at the Crossroads of Multilingualism, Mobility and Internationalisation
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    Chapter 4 The Effects of Implementing CLIL in Education
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    Chapter 5 Influences of Previously Learned Languages on the Learning and Use of Additional Languages
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    Chapter 6 Time and Timing in CLIL: A Comparative Approach to Language Gains
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    Chapter 7 Learning English and Learning Through English: Insights from Secondary Education
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    Chapter 8 Testing Progress on Receptive Skills in CLIL and Non-CLIL Contexts
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    Chapter 9 Writing Development Under CLIL Provision
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    Chapter 10 Does CLIL Enhance Oral Skills? Fluency and Pronunciation Errors by Spanish-Catalan Learners of English
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    Chapter 11 Lexico-Grammatical Development in Secondary Education CLIL Learners
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    Chapter 12 Exploring Affective Factors in L3 Learning: CLIL vs. Non-CLIL
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    Chapter 13 English Learners’ Willingness to Communicate and Achievement in CLIL and Formal Instruction Contexts
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    Chapter 14 CLIL in Context: Profiling Language Abilities
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Citations

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Title
Content-based Language Learning in Multilingual Educational Environments
Published by
Springer International Publishing, November 2014
DOI 10.1007/978-3-319-11496-5
ISBNs
978-3-31-911495-8, 978-3-31-911496-5
Editors

Juan-Garau, Maria, Salazar-Noguera, Joana

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X Demographics

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 101 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Japan 1 <1%
Unknown 100 99%

Demographic breakdown

Readers by professional status Count As %
Student > Master 18 18%
Student > Ph. D. Student 16 16%
Lecturer 14 14%
Professor 7 7%
Student > Postgraduate 5 5%
Other 15 15%
Unknown 26 26%
Readers by discipline Count As %
Linguistics 34 34%
Social Sciences 20 20%
Arts and Humanities 9 9%
Computer Science 3 3%
Chemistry 2 2%
Other 5 5%
Unknown 28 28%