Teachers` conceptualization of content and language integrated learning (CLIL): Evidence from a trilingual context

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalInternational Journal of Bilingual Education and Bilingualism
Volume21
Issue number7
DOIs
Publication statusPublished - Nov 22 2018

Keywords

  • CLIL; integration; teachers’ conceptualization; trilingual education; Kazakhstan

Cite this

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title = "Teachers` conceptualization of content and language integrated learning (CLIL): Evidence from a trilingual context",
keywords = "CLIL; integration; teachers’ conceptualization; trilingual education; Kazakhstan",
author = "Laura Karabassova",
note = "LauraKarabassova is a postdoctoral scholar at Nazarbayev University Graduate School of Education. She has extensive experience in the implementation of trilingual education in Kazakhstan: working as a trilingual education specialist, researcher, policy developer, program administrator and a CLIL trainer. Laura is co-author of the book ‘Teaching in three languages: International experience and recommendations for Kazakhstan’ (IAC, 2017), and a book chapter in ‘Comparing Post-Socialist Transformations: purposes, policies, and practices in education’ (with Bridget Goodman) Symposium Books, 2018",
year = "2018",
month = "11",
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doi = "10.1080/13670050.2018.1550048",
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journal = "International Journal of Bilingual Education and Bilingualism",
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VL - 21

SP - 1

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JO - International Journal of Bilingual Education and Bilingualism

JF - International Journal of Bilingual Education and Bilingualism

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