Relationship between young learners’ L2 proficiency and subject knowledge: evaluating a CLIL programme in China-Reference-Cited by-同舟云学术

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Relationship between young learners’ L2 proficiency and subject knowledge: evaluating a CLIL programme in China

Published:2024-05-22 Issue: Volume: Page:1-19
ISSN:0965-8416
Container-title:Language Awareness
language:en
Short-container-title:Language Awareness

Author:

Zhu Yan¹^ORCID,Liu Yue¹^ORCID,Shu Dingfang²^ORCID,Wang Beilei³^ORCID

Affiliation:

1. College of Foreign Languages and Literature, Fudan University, Shanghai, China

2. The Shanghai Centre for Research in English Language Education, Shanghai International Studies University, Shanghai, China

3. School of Foreign Languages, Tongji University, Shanghai, China

Funder

National Social Science Fund of China.

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/09658416.2024.2356605

Reference53 articles.

1. Evaluation of bilingual secondary education in the Netherlands: Students' language proficiency in English

2. EVALUATING A BILINGUAL EDUCATION PROGRAM IN SPAIN: THE IMPACT BEYOND FOREIGN LANGUAGE LEARNING

3. Cambridge Young Learners English (YLE) Tests

4. The TKT Course CLIL Module

5. Bergroth, M. (2006). Immersion students in the matriculation examination three years after immersion. In S. Björklund, K. Mard-Miettinen, M. Bergström, & M. Södergard (Eds.), Exploring dual-focussed education: Integrating language and content for individual and societal needs. (pp. 123–134). University of Vaasa, Centre for Immersion and Multilingualism.

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