CLIL – Legitimation Code Theory

Monbec, L. (2024) Understanding students’ reflective engagement with academic texts, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 228-247. DOI: 10.4324/9781003177210-15

Monbec, L. (2024) Understanding students’ reflective engagement with academic texts, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 228-247. DOI: 10.4324/9781003177210-15

Minardi, S. (2021). Languages for learning: The role of CLIL teachers, Language Problems and Language Planning, 45(3): 309–330.

Llinares, A. & Nashaat-Sobhy, N. (2021) What is an ecosystem? Defining science in primary school CLIL contexts, Language Teaching for Young Learners, 3 (2): 337– 362.

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Cowley-Haselden, S. (2021) Using learner diaries to explore learner relations to knowledge on an English for General Academic Purposes pre-sessional, Journal of Academic Language & Learning, 14 (1): 15–29.

Lo, Y. L., Lin, A. M. Y. & Liu, Y. (2020) Exploring content and language co-construction in CLIL with semantic waves, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1810203

Monbec, L. (2020) Scaffolding content in an online Content and Language Integrated Learning (CLIL) module, International Journal of TESOL Studies, 2 (2). 157–173.