Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain

dc.contributor.author	Fernández Sanjurjo, Javier
dc.contributor.author	Fernández Costales, Alberto
dc.contributor.author	Arias Blanco, José Miguel
dc.date.accessioned	2017-10-31T10:47:45Z
dc.date.available	2017-10-31T10:47:45Z
dc.date.issued	2017
dc.identifier.citation	International Journal of Bilingual Education and Bilingualism, p. 1-14 (2017); doi:10.1080/13670050.2017.1294142
dc.identifier.issn	1367-0050
dc.identifier.uri	http://hdl.handle.net/10651/43879
dc.description.sponsorship	This work was supported by the Ministerio de Economía y Competitividad of the Government of Spain [grant number EDU2014-54093-R] and Government of Catalonia – Agència de Gestió d’ajuts Universitaris i de Recerca (AGAUR) [grant number 2014 SGR 208]
dc.format.extent	p. 1-14
dc.language.iso	eng
dc.relation.ispartof	International Journal of Bilingual Education and Bilingualism
dc.rights	©,
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85013840439&doi=10.1080%2f13670050.2017.1294142&partnerID=40&md5=29d9f15b627cf65489fb0657baccc60c
dc.title	Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain
dc.type	journal article
dc.identifier.doi	10.1080/13670050.2017.1294142
dc.relation.projectID	MINECO/EDU2014-54093-R
dc.relation.publisherversion	http://dx.doi.org/10.1080/13670050.2017.1294142

Ficheros en el ítem

Ficheros	Tamaño	Formato	Ver
No hay ficheros asociados a este ítem.