Recent Scholarship

• Llinares, A. & Morton, T (Eds.). (2017). Applied linguistics perspectives on CLIL . John Benjamins Publishing.
• Dalton-Puffer, C. (2011). Content-and-Language Integrated Learning: From Practice to Principles. Annual Review of Applied Linguistics, 31, 182-204.
• Cañado, M. L. P. (2018). CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras, 29, 51–70.
• Smala, S. (2011). Content and language integrated learning. Languages Victoria, 15(2), 32-35
• Navarro Pablo, M. (2018). Are CLIL students more motivated?: An analysis of affective factors and their relation to language attainment. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras, 29, 71–90.
• Nikula, T., Dalton-Puffer, C., & García, A. L. (2013). CLIL classroom discourse: Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70–100. https://doi.org/https://doi.org/10.1075/jicb.1.1.04nik
• San Isidro, X., & Lasagabaster, D. (2020). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. The Language Learning Journal. https://doi.org/10.1080/09571736.2020.1724185

Older publications

These publications are relatively older, and may not refer exclusively to CLIL. However, they can provide some conceptual framing for subsequent scholarship.

• Brinton, D., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction (Michigan classics ed.). University of Michigan Press.
• Crandall, J., & Tucker, G. R. (1989). Content-based instruction in second and foreign languages. Paper presented at the Regional Seminar for Language and Teaching Methodology for the Nineties, Singapore. http://eric.ed.gov/PDFS/ED312895.pdf
• Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
• Dalton-Puffer, C. (2008). Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. In W. Delanoy & L. Volkmann (Eds.), Future perspectives in English Language Teaching (pp. 139-157). Carl Winter.
• Davies, S. (2003). Content based instruction in EFL contexts. The internet TESL Journal, IX(2).
• de Smet, A., Mettewie, L., Galand, B., Hiligsmann, P., & Van Mensel, L. (2018). Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter? Studies in Second Language Learning and Teaching, 8(1), 47–71. https://doi.org/10.14746/ssllt.2018.8.1.3
• Duenas, M. (2004). The whats, whys, hows and whos of content-based instruction in second/foreign language education. International Journal of English Studies, 4(1), 73-96.
• Gaffield-Vile, N. (1996). Content-based second language instruction at the tertiary level. ELT Journal, 50(2), 108-114. http://doi.org/10.1093/elt/50.2.108
• Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5-21). New York: Longman.
• Hajer, M. (2000). Creating a language-promoting classroom: content-area teachers at work. In J. K. Hall, & S. V. Lorrie (Eds.), Second and foreign language learning through classroom interaction (pp. 265-285). Lawrence Erlbaum Associates.
• Hillyard, S. (2011). First steps in CLIL: Training the teachers. Latin American Journal of Content & Language Integrated Learning, 4(2), 1–12. https://doi.org/https://doi.org/10.5294/laclil.2011.4.2.1
• Lazarević, N. (2019). CLIL teachers’ reflections and attitudes: Surviving at the deep end. International Journal of Bilingual Education and Bilingualism, 1–14. https://doi.org/10.1080/13670050.2019.1703897
• Leaver, B. L., & Stryker, S. B. (1989). Content-based instruction for foreign language classrooms. Foreign Language Annals, 22(3), 269-275. https://doi.org/10.1111/j.1944-9720.1989.tb02746.x
• Pica, T. (2002). Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners? The Modern Language Journal, 86(1), 1-19. doi: 10.1111/1540-4781.00133
• Stoller, F. L. (2002). Project work: a means to promote language and content. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 107-119). Cambridge University Press.
• Lo, Y. Y. (2020). Professional Development of CLIL Teachers. Singapore: Springer.
• Sylvén, L. K., & Thompson, A. S. (2015). Language learning motivation and CLIL: Is there a connection? Journal of Immersion and Content-Based Language Education, 3(1), 28–50. https://doi.org/https://doi.org/10.1075/jicb.3.1.02syl

Collections: Literature reviews, edited volumes and special issues focussing on CLIL

• Banegas, D. L., Poole, P. M., & Corrales, K. A. (2020). Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice. Studies in Second Language Learning and Teaching, 10(2), 283–305. https://doi.org/http://dx.doi.org/10.14746/ssllt.2020.10.2.4
• de Zarobe, Y. R., & Lasagabaster, D. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing.
• DeBoer, M., & Leontjev, D. (Eds.). (2020). Assessment and learning in Content and Language Integrated Learning (CLIL) classrooms. Springer.
• Diamantidou, E., & Kordoni, A. (2020). L’intégration de l’approche EMILE dans l’enseignement primaire grec par le biais de l’anglais langue étrangère [The integration of the CLIL approach in the Greek primary education through English as a foreign language]. Revue «Contextes et Didactiques», 15, 1–13. https://doi.org/https://doi.org/10.4000/ced.1988
• Coonan, C. M., Favaro, L., & Menegale, M. (Eds.). (2017). A journey through the Content and Language Integrated Learning landscape: Problems and prospects. Cambridge Scholars Publishing.
• Eurydice. (2006). Content and Language Integrated Learning (CLIL) at School in Europe. European Commission.
• Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q. (2018). Language and content outcomes of CLIL and EMI: A systematic review. Latin American Journal of Content and Language Integrated Learning, 11(1), 19–37. https://doi.org/https://doi.org/10.5294/laclil.v11i1.9268
• Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36–76. https://doi.org/https://doi.org/10.1017/S0261444817000350
• Madrid, D., & Barrios, E. (2018). A comparison of students’ educational achievement across programmes and school types with and without CLIL provision. Porta Linguarum: Revista Internacional de Didáctica de Las Lenguas Extranjeras, 29, 29–50. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=6273209
• Marrioti, C. (2006). Negotiated interactions and repair patterns in CLIL settings. VIEWS, 13(Special CLIL Issue), 33-40.
• Ringbom, H. (2012). Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching. Language Teaching, 45(4), 490–514. https://doi.org/10.1017/S0261444812000225
• Somers, T. (2017). Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education, 63, 495–520. https://doi.org/10.1007/s11159-017-9651-4
• Li, L., Huang, F., Chen, S., Pan, L., Zeng, W., & Wu, X. (2020). Exploring the curriculum development in content and language integrated learning: A systematic review. International Journal of Evaluation and Research in Education, 9(4), 1102–1113. https://doi.org/10.11591/ijere.v9i4.20705

Empirical studies: CLIL projects implemented in Greece

This list of publications was compiled with comprehensiveness in mind. Readers are advised that the quality of the work in the following sections included is variable.

Research projects

• Anastasiadou, A., & Iliopoulou, K. (2017). Reconceptualising schooling: Implementing CLIL to cater for all types of multiple intelligences. Research Papers in Language Teaching and Learning, 8(1), 74–87.
• Cafloglou, C. (2017). On how content motivates grammar. Research Papers in Language Teaching and Learning, 8(2), 77–88.
• Mattheoudakis, M., & Alexiou, T. (2017). Sketching the profile of the CLIL instructor in Greece. Research Papers in Language Teaching and Learning, 8(1), 110–124.
• Mattheoudakis, M., Alexiou, T., & Ziaka, I. (2018). The impact of CLIL instruction on content learning: evidence from the Greek context. International Journal of Innovation in Education, 5(2), 92-109.
• Psaltou-Joycey, A., Alexiou, T., & Mattheoudakis, M. (2014). Language learning strategies in CLIL and non-CLIL classes: Which strategies do young learners claim they use? In A. Psaltou-Joycey, E. Agathopoulou, & M. Mattheoudakis (Eds.), Cross-Curricular Approaches to Language Education (pp. 305–322). Cambridge Scholars Publishing.
• Xanthou, M. (2010). Current trends in L2 vocabulary learning and instruction: Is CLIL the right approach. In Advances in Research on Language Acquisition and Teaching: Selected Papers, (pp. 459-471). Greek Applied Linguistics Association (GALA).

Teaching Reports

• Anagnostou, V., Griva, E., & Kasvikis, K. (2016). From Michelangelo to Picasso: Implementing the CLIL approach in a foreign language project. In A. Murphy (Ed.), New Developments in Foreign Language Learning (pp. 150–168). NovaScience Press.
• Anastasiadou, A., & Iliopoulou, K. (2017). Reconceptualising schooling: Implementing CLIL to cater for all types of multiple intelligences. Research Papers in Language Teaching and Learning, 8(1), 74–87.
• Chatzigeorgiou, M., & Papageorgiou, A. (2016). Προσεγγίζοντας διαθεματικά τις Φυσικές Επιστήμες στο Γυμνάσιο μέσα από την Αγγλική Γλώσσα. Μια μελέτη περίπτωσης μεθόδου CLIL [Approaching Physics cross-disciplinarily in junior high school through the English language. A case study of the CLIL approach]. Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη, 56–57, 69–88.
• Chatzigeorgiou, M., & Papageorgiou, A. (2017). H εφαρμογή της μεθόδου CLIL στη διδακτική της χημείας. Ο σχηματισμός της όξινης βροχής [The application of CLIL to teaching Chemistry. The formation of acid rain.]. Διδασκαλία των Φυσικών Επιστημών: Έρευνα Και Πράξη, 62–63, 99–113.
• Dourda, K., Bratitsis, T., Griva, E., & Papadopoulou, P. (2014). Content and Language Integrated Learning through an online game in primary school: A case study. The Electronic Journal of E-Learning, 12(3), 243–258. Retrieved from https://academic-publishing.org/index.php/ejel/article/view/1696
• Efstathiadi, L. (2019a). Early foreign language learning: Intensive exposure, vocabulary development and the cognitive skills involved. Belgrade English Language and Literature Studies, 11(1), 81–111. https://doi.org/https://doi.org/10.18485/bells.2019.11.4
• Efstathiadi, L. (2019b). Executive attention in proactive interference: Evidence from a Greek experimental school implementing CLIL. Selected Papers on Theoretical and Applied Linguistics, 23, 141–155. Retrieved from http://ejournals.lib.auth.gr/thal/article/view/7341
• Emmanouilidou, K., Laskaridou, C., & Mattheoudakis, M. (2016). Ready, set, go….. CLIL. Encouentro, 25, 1–12.
• Fokides, E., & Zampouli, C. (2017). Content and language integrated learning in OpenSimulator project. Results of a pilot implementation in Greece. Education and Information Technologies, 22(4), 1479–1496. https://doi.org/https://doi.org/10.1007/s10639-016-9503-z
• Georgopoulou-Theodosiou, C. G. (2016). Content and Language Integrated Learning (CLIL): An experimental study on CLIL compatibility with the modern Greek educational system. English Review: Journal of English Education, 4(2), 149–160. https://doi.org/https://doi.org/10.25134/erjee.v4i2.330
• Gikopoulou, O., Slavi, A., Sotiropoulou, P., & Kikidou, I. (2018). “Schools: Future Labs” – Combining the teaching of Sciences and foreign language. International Journal for Cross-Disciplinary Subjects in Education, 9(3), 3866–3876.
• Grammatikopoulou, P. (2016). Development of low-and high-demanding tasks for the Greek primary school CLIL programme. Selected Papers on Theoretical and Applied Linguistics, 21, 614–632. https://doi.org/https://doi.org/10.26262/istal.v21i0.5258
• Griva, E., & Chostelidou, D. (2017). CLIL in primary education: Promoting multicultural citizenship awareness in the foreign language classroom. Research Papers in Language Teaching and Learning, 8(2), 9–23.
• Griva, E., Chostelidou, D., & Panteli, P. (2014). Insider views of CLIL in primary education: Challenges and experiences of EFL teachers. International Journal for Innovation Education and Research, 2(8), 31–54. Retrieved from https://ijier.net/ijier/article/view/221/143
• Griva, E., & Kasvikis, K. (2015). CLIL in Primary Education: Possibilities and challenges for developing L2/FL skills, history understanding and culturalawareness. In N. Bakić-Mirić & D. Erkinovich Gaipov (Eds.), Current Trends and Issues in Education: An International Dialogue (pp. 101–124). Cambridge Scholars Publishing.
• Hasogia, D., & Vlachos, K. (2019). Exploring the implementation of CLIL-based science lessons in the Greek school EFL context. Research Papers in Language Teaching and Learning, 10(1), 294–313.
• Iskos, E. P., Ralls, C., & Gegkiou, S. (2017). The many shades of CLIL: A case study of CLIL application by English teachers of very young learners at a Greek private school. Research Papers in Language Teaching and Learning, 8(1), 125–136.
• Kalogerakou, K., Baka, M., & Lountzi, M. (2017). A CLIL model: Teaching science at secondary education. Research Papers in Language Teaching and Learning, 8(2), 136–148.
• Kofou, I., & Philippides, K. (2017). Can teaching of forces enforce language learning? Research Papers in Language Teaching and Learning, 8(2), 120–135.
• Kollatou, M. (2013). Implementation of CLIL in the educational context of Greek senior high schools – A proposal. Εκπαιδευτική Επικαιρότητα, A(6), 5–13.
• Korosidou, E., & Deligianni, A. (2017). “Let me introduce you to Crete”: A CLIL project in the English as a foreign language classroom. Research Papers in Language Teaching and Learning, 8(2), 35–50.
• Lagou, F., & Zorbas, V. (2020). Promoting intercultural communicative competence through CLIL in Greek primary education. Language Teaching Research Quarterly, 17, 1–19. https://doi.org/https://doi.org/10.32038/ltrq.2020.17.01
• Mattheoudakis, M., Alexiou, T., & Laskaridou, C. (2014). To CLIL or not to CLIL? The case of the 3rd experimental primary school in Evosmos. In N. Lavidas, T. Alexiou, & A. M. Sougari (Eds.), Major Trends in Theoretical and Applied Linguistics 3 (pp. 215–234). https://doi.org/https://doi.org/10.2478/9788376560915
• Mattheoudakis, M., Alexiou, T., & Ziaka, I. (2018). The impact of CLIL instruction on content learning: Evidence from the Greek context. International Journal of Innovation in Education, 5(2), 92–109. https://doi.org/https://doi.org/10.1504/IJIIE.2018.097850
• Paschalidou, G. (2018). Content and Language Integrated Learning (CLIL) in Europe and Greece: Common practices and effectiveness, limitations and suggestions. Paper presented at the 4th Crossroad of languages and cultures Conference: ‘Multilingual Educational Approaches and Language Policies’.
• Paschalidou, G. (2019). Investigating the impact of Content and Language Integrated Learning (CLIL) on EFL oral production: A preliminary research on fluency and quantity. Research Papers in Language Teaching and Learning, 10(1), 410–426.
• Prentza, A. (2013). CLIL and ICT in English Foreign Language Learning: the Etwinning Experience of a Primary School of Intercultural Education. In Conference proceedings. ICT for language learning Florence (pp. 18-21).
• Vourdanou, K. (2017). Integrating the CLIL approach: Literature and Wikis in the Greek EFL classroom as a means of promoting intercultural awareness. Research Papers in Language Teaching and Learning, 8(2), 103–119.
• Zafiri, M., & Zouganeli, K. (2017). Toward an understanding of Content and Language Integrated Learning assessment (CLILA) in primary school classes: A case study. Research Papers in Language Teaching and Learning, 8(1), 88–109.
• Zampouli, K., & Fokides, E. (2016). Σχεδιασμός και μερική υλοποίηση του προγράμματος CLILIOP. Αποτελέσματα από το πρώτο στάδιο εφαρμογής του [The planning and part-realization of the CLILIOP project. Results from its first stage of implementation]. E-Journal of Science & Technology, 11(2), 67–81.
• Ziaka, I. (2014). Multimodal input and learners’ linguistic and emotional engagement: A case study of CLIL. In A. Psaltou-Joycey, E. Agathopoulou, & M. Mattheoudakis (Eds.), Cross-Curricular Approaches to Language Education (pp. 323–240). Cambridge Scholars Publishing.