Research Guides

Research Guides






Subject Encyclopedia Articles


Handbook Chapters

  • Nation, P., & Webb, S. (2011). Content-based instruction and vocabulary learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 631–644). New York, NY: Routledge.
  • Snow, M. A. (2005). A model of academic literacy for integrated language and content instruction. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 693–712). Mahwah, NJ: Erlbaum.

Review Articles


Introductory Books

  • Brinton, D., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction. Ann Arbor: University of Michigan Press.
  • Cammarata, L. (Ed.). (2016). Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills. New York, NY: Routledge.
  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, England: Cambridge University Press.
  • Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Cambridge, MA: Newbury House.
  • Haley, M. H., & Austin, T. Y. (2014). Content-based second language teaching and learning: An interactive approach (2nd ed.). Boston, MA: Pearson.
  • Mohan, B. (1986). Language and content. Reading, MA: Addison-Wesley.
  • Snow, M. A., & Brinton, D. (Eds.). (1997). The content-based classroom: Perspectives on integrating language and content. White Plains, NY: Longman.

Recent Articles in IGSE Journals


  • Agustín-Llach, M. P., & Canga Alonso, A. (2016). Vocabulary growth in young CLIL and traditional EFL learners: Evidence from research and implications for education. International Journal of Applied Linguistics, 26(2), 211–227.
  • Broca, Á. (2016). CLIL and non-CLIL: differences from the outset. ELT Journal, 70(3), 320–331.
  • Burkhauser, S., Steele, J. L., Li, J., Slater, R. O., Bacon, M., & Miller, T. (2016). Partner-language learning trajectories in dual-language immersion: evidence from an urban district. Foreign Language Annals, 49(3), 415–433.
  • Dolosic, H. N., Brantmeier, C., Strube, M., & Hogrebe, M. C. (2016). Living language: self-assessment, oral production, and domestic immersion. Foreign Language Annals, 49(2), 302–316.
  • Huang, Y.-H., & Chuang, T.-Y. (2016). Technology-assisted sheltered instruction: instructional streaming video in an EFL multi-purpose computer course. Computer Assisted Language Learning, 29(3), 618–637.
  • Isabelli-García, C., & Lacorte, M. (2016). Language learners’ characteristics, target language use, and linguistic development in a domestic immersion context. Foreign Language Annals, 49(3), 544–556.
  • Kim, J. (2016). EFL learners’ perceptions of learning context, writing achievement, and gender. 영어어문교육/English Language & Literature Teaching, 22(2), 23–45. Retrieved from
  • Miano, A. A., Bernhardt, E. B., & Brates, V. (2016). Exploring the effects of a short-term Spanish immersion program in a postsecondary setting. Foreign Language Annals, 49(2), 287–301.
  • Pladevall-Ballester, E. (2016). CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics, 26(1), 52–74.
  • Pladevall-Ballester, E., & Vallbona, A. (2016). CLIL in minimal input contexts: a longitudinal study of primary school learners’ receptive skills. System, 58, 37–48.
  • Schleppegrell, M. J. (2016). Content-based language teaching with functional grammar in the elementary school. Language Teaching, 49(1), 116–128.
  • Sim, J., & KIm, E. (2016). Exploring the potential of CLIL: Focusing on local culture. 영어어문교육/English Language & Literature Teaching, 22(3), 167–191. Retrieved from
  • Tian, L., & Hennebry, M. (2016). Chinese learners’ perceptions towards teachers’ language use in lexical explanations: A comparison between Chinese-only and English-only instructions. System, 63, 77–88.