Analysis of the effect of CLIL programmes on the written competence of secondary education students

Referencias bibliográficas

• Babba, Kyoko and Nitta, Ryo (2014): «Phase transitions in development of writing fluency from a complex dynamic systems perspective», Language Learning 64: 1-35.
• Bulté, B. and Housen, A. (2014): «Conceptualizing and measuring short-term changes in L2 writing complexity», Journal of Second Language Writing 26: 42–65.
• Coyle, Do (2008): «CLIL–A Pedagogical Approach from the European Perspective», in N. Van Deusen-Sholl and N.H. Hornberger (eds.), Encyclopedia of Language and Education. Second and Foreign Language Education. New York: Springer Science+Business Media LLC, 97-111.
• Coyle, Do, Hood, P., and Marsh, David (2010): CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.
• Godfrey, Lee Ann and Treacy, Corbin (2014): «Change in French second language writing in study abroad and domestic contexts», Foreign Language Annals 47(1): 48-65.
• Gené-Gil, María, Juan-Garau, María and Salazar-Noguera, Joana (2014): «Writing development under CLIL provision», in María Juan Garau and Joana Salazar (eds.), Content-based Language Learning in Multilingual Educational Environments. Heidelberg New York Dordrecht London: Springer, 139-161.
• Heras, Arantxa and Lasagabaster, David (2015): «The impact of CLIL on affective factors and vocabulary learning», Language Teaching Research 19(1): 70-88.
• Jexenflicker, Silvia and Dalton-Puffer, Christiane (2010): «The CLIL Differential», in Christiane Dalton-Puffer, Tarja Nikula and Ute Smit (eds.), Language Use and Language Learning in CLIL Classrooms. The Netherlands: John Benjamins Publishing, 169-190.
• Knoch, Ute, Rouhshad, Amir and Storch, Neomy (2014): «Does the writing of undergraduate ESL students develop after one year of study in an English-medium university? », Assessing Writing 21: 1-17.
• Knoch, Ute, Rouhshad, Amir, Ping Oon, Sue and Storch, Neomy (2015): «What happens to ESL students’ writing after three years of study at an English medium university? », Journal of Second Language Writing 28: 39-52.
• Larsen-Freeman, Diane (2006): «The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English», Applied Linguistics 27(4): 590-619.
• Lasagabaster, David (2008): «Foreign language competence in content and language integrated courses», The Open Applied Linguistics Journal 1: 31-42
• Leki, Ilona (2000): «Writing, literacy, and applied linguistics», Annual Review of Applied Linguistics 20: 99-115.
• Llinares, Ana and Whittaker, Rachel (2006): «Linguistic analysis of secondary school students’ oral and written production in CLIL contexts: studying social science in English», Vienna English Working Papers (Special Issue: Current Research on CLIL) 15(3): 28-32.
• Lorenzo, Francisco and Rodríguez, Leticia (2014): «Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL», System 47: 64-72.
• Marsh, David (2008): «Language Awareness and CLIL», in Jasone Cenoz and Nancy Hornberger (eds.), Encyclopedia of Language and Education. Knowledge about Language. New York: Springer Science+Business Media LLC, 233-246.
• Merisuo-Storm, T. (2007): «Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education», Teaching Teacher Education 23: 226-235.
• Navés, Teresa and Victori, Mia (2010): «CLIL in Catalonia: An Overview of Research Studies», in David Lasagabaster and Yolanda Ruiz de Zarobe (eds.), CLIL in Spain: Implementation, Results and Teacher Training. Newcastle: Cambridge Scholars Publishing, 30-54.
• Navés, Teresa, Torras, María Rosa and Celaya, María Luz (2003): «Long-term effects of an earlier start. An analysis of EFL written production», EUROSLA Yearbook 3: 103–129.
• Pérez-Vidal, Carmen and Roquet, Helena (2015): «The linguistic impact of a CLIL Science programme: An analysis measuring relative gains», System 54: 80-90.
• Pladevall-Ballester, Elisabet and Vallbona, Anna (2016): «CLIL in minimal input contexts: A longitudinal study of primary school learners’ receptive skills», System 58: 37-48.
• Roquet, Helena (2011): A study of the acquisition of English as a Foreign Language: integrating content and language in mainstream education in Barcelona. Unpublished PhD diss., Universitat Pompeu Fabra.
• Ruiz de Zarobe, Yolanda (2010): «Written production and CLIL: an empirical study», in Catherine Dalton Puffer, T. Nikula, and U. Smit (eds.), Language Use in CLIL. Berlin: John Benjamin, 191-210.
• Whittaker, Rachel, Llinares, Ana and McCabe, Anne (2011): «Written discourse development in CLIL at secondary school», Language Teaching Research 15(3): 343-362.
• Wolfe-Quintero, Kate, Inagaki, Shunji and Kim, Hae-Young (1998): Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. Hawai’i: University of Hawai’i at Manoa.