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...

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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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...

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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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...

Issue of Journal of Immersion and Content-Based Language Education

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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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...

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...

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...

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...

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...

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...

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. ...

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...

Whilst the prevalence of English in STEM-related fields is well established, less is understood about the opportunities to study these subjects in languages other than English. This study examined pup...