Current: Vol. 12, No. 2 (2019)
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- Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study
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- Xabier San Isidro
- David Lasagabaster
- p1
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- Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training
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- Otilia Martí
- Laura Portolés
- p17
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- Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective
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- Richard Nightingale
- Pilar Safont
- p37
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- Openings and Closing in Emails by CLIL Students: A Pedagogical Proposal
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- Victòria Codina-Espurz
- Patricia Salazar-Campillo
- p57
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- Pragmatic Markers Produced by Multilingual Speakers: Evidence From a CLIL Context
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- Ana Herraiz Martinez
- Ariadna Sánchez Hernández
- p68
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- Lexical Availability Output in L2 and L3 EFL Learners: Is There a Difference?
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- Rosa Mª Jiménez Catalán
- Almudena Fernández Fontecha
- p77
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- The Plurilingual and Multimodal Management of Participation and Subject Complexity in University CLIL Teamwork
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- Eulàlia Borràs
- Emilee Moore
- p100
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