[
Abduh, Amirullah & Rosmaladewi Rosmaladewi. 2018. Promoting intercultural competence in bilingual programs in Indonesia. SAGE Open 8(3). 1–7. DOI: 10.1177/215824401878861610.1177/2158244018788616
]Search in Google Scholar
[
Aguilar, Marta & Rosa Rodríguez. 2012. Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism 15(2). 183–197. DOI: 10.1080/13670050.2011.61590610.1080/13670050.2011.615906
]Search in Google Scholar
[
Aguilar Cortés, Carlos Eduardo & Nelson Eduardo Alzate B. 2015. The dialogues between content and language: Cautions and challenges in the emergence of a bilingual education program. Latin American Journal of Content & Language Integrated Learning 8(2). 161–183. DOI: 10.5294/5917
]Search in Google Scholar
[
Alonso-Díaz, Laura, Gemma Delicado & Francisco Ramos. 2019. A comparative study of bilingual teacher preparation programs in California and Spain. In B. Gloria Guzmán Johannessen (ed.), Bilingualism and bilingual education: Politics, policies and practices in a globalized society, Springer. 81–101. DOI: 10.1007/978-3-030-05496-0_510.1007/978-3-030-05496-0_5
]Search in Google Scholar
[
Álvarez Valencia, José Aldemar. 2014. Developing the intercultural perspective in foreign language teaching in Colombia: A review of six journals. Language and Intercultural Communication 14(2). 226–244. DOI: 10.1080/14708477.2014.89692210.1080/14708477.2014.896922
]Search in Google Scholar
[
Anderson, Carl Edlund, Jermaine S. McDougal & Liliana Cuesta Medina. 2015. CLIL for young learners. In Christina Nicole Giannikas, Lou McLaughlin, Gemma Fanning & Nellie Deutsch Muller (eds.), Children learning English: From research to practice. Garnet. 137–151.
]Search in Google Scholar
[
Apsel, Carsten. 2012. Coping with CLIL: Dropouts from CLIL streams in Germany. International CLIL Research Journal 1(4). 47–56.
]Search in Google Scholar
[
Arasaratnam-Smith, Lily A. 2016. An exploration of the relationship between intercultural communication competence and bilingualism. Communication Research Reports 33(3). 231–238. DOI: 10.1080/08824096.2016.118662810.1080/08824096.2016.1186628
]Search in Google Scholar
[
Archilla, Pablo Antonio & Anne-Marie Truscott de Mejía. 2020. Bilingual university science courses: A questionnaire on professors’ practices and espoused beliefs. Journal of Bilingual Education and Bilingualism 23(2). 132–152. DOI: 10.1080/13670050.2017.133475610.1080/13670050.2017.1334756
]Search in Google Scholar
[
Artieda, Gemma, Helena Roquet & Florentina Nicolás-Conesa. 2020. The impact of age and exposure on EFL achievement in two learning contexts: Formal instruction and formal instruction + content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism 23(4). 449–472. DOI: 10.1080/13670050.2017.137305910.1080/13670050.2017.1373059
]Search in Google Scholar
[
Bialystok, Ellen. 2010. Bilingualism. WIREs Cognitive Science 1(4). 559–572. DOI: 10.1002/wcs.4310.1002/wcs.43
]Search in Google Scholar
[
Bonilla Carvajal, Camilo Andrés & Isabel Tejada-Sánchez. 2016. Unanswered questions in Colombia’s foreign language education policy. PROFILE Issues in Teachers’ Professional Development 18(1). 185–201. DOI: 10.15446/profile.v18n1.5199610.15446/profile.v18n1.51996
]Search in Google Scholar
[
British Council. 2015. English in Colombia: An examination of policy, perceptions and lnfluencing factors. http://obiret-iesalc.udg.mx/es/informes-y-estudios/english-colombiaexamination-policy-perceptions-and-influencing-factors
]Search in Google Scholar
[
British Council. 2018. English impact: An evaluation of English language capability. https://www.britishcouncil.org/sites/default/files/h203_01_english_impact_report_colombia_aw4.pdf
]Search in Google Scholar
[
Bruton, Anthony. 2013. CLIL: Some of the reasons why... and why not. System 41(3). 587–597. DOI: 10.1016/j.system.2013.07.00110.1016/j.system.2013.07.001
]Search in Google Scholar
[
Byram, Michael, Bella Gribkova & Hugh Starkey. 2002. Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe.
]Search in Google Scholar
[
Coleman, James A. 2006. English-medium teaching in European higher education. Language Teaching 39(1). 1–14. DOI: 10.1017/S026144480600320X10.1017/S026144480600320X
]Search in Google Scholar
[
Coyle, Do. 2013. Listening to learners: An investigation into ‘successful learning’ across CLIL contexts. International Journal of Bilingualism and Bilingual Education 16(3). 244–266. DOI: 10.1080/13670050.2013.77738410.1080/13670050.2013.777384
]Search in Google Scholar
[
Coyle, Do, Bernardette Holmes & Lid King. 2009. Towards an integrated curriculum: CLIL national statement and guidelines. The Languages Company.
]Search in Google Scholar
[
Coyle, Do, Philip Hood & David Marsh. 2010. CLIL: Content and language integrated learning. Cambridge University Press.
]Search in Google Scholar
[
Denman, Jenny, Rosie Tanner & Rick de Graaff. 2013. CLIL in junior vocational secondary education: Challenges and opportunities for teaching and learning. International Journal of Bilingual Education and Bilingualism 16(3). 285–300. DOI: 10.1080/13670050.2013.77738610.1080/13670050.2013.777386
]Search in Google Scholar
[
Dewaele, Jean-Marc. 2018. Online questionnaires. In Aek Phakiti, Peter De Costa, Luke Plonsky & Sue Starfield (eds.), The Palgrave handbook of applied linguistics research methodology, Palgrave Macmillan. 269–286. DOI: 10.1057/978-1-137-59900-1_1310.1057/978-1-137-59900-1_13
]Search in Google Scholar
[
Dewaele, Jean-Marc & Elouise Botes. 2019. Does multilingualism shape personality? An exploratory investigation. International Journal of Bilingualism 24(2). 811–823. DOI: 10.1177/136700691988858110.1177/1367006919888581
]Search in Google Scholar
[
Fandiño-Parra, Yamith José. 2014. Bogotá bilingüe: Tensión entre política, currículo y realidad escolar. Educación y Educatores 17(2). 215–236. DOI: 10.5294/edu.2014.17.2.110.5294/edu.2014.17.2.1
]Search in Google Scholar
[
Fandiño-Parra, Yamith José, Jenny Raquel Bermúdez-Jiménez & Víctor Elías Lugo-Vásquez. 2012. Retos del programa nacional de bilingüismo. Colombia bilingüe. Educación y Educadores 15(3). 363–381.10.5294/edu.2012.15.3.2
]Search in Google Scholar
[
Fandiño Parra, Yamith José & Jenny Raquel Bermúdez-Jiménez. 2016. Bilingüismo, educación, política y formación docente: Una propuesta para empoderar al profesor de lengua extranjera. Universidad de La Salle & Distrito de Bogotá.
]Search in Google Scholar
[
Farrell, Martin Peter. 2010. Bilingual competence and students’ achievement in physics and mathematics. International Journal of Bilingual Education and Bilingualism 14(3). 335–345. DOI: 10.1080/13670050.2010.51681710.1080/13670050.2010.516817
]Search in Google Scholar
[
Fayyazi, Reza, Rahman Sahra-Gard, Belqeis Rovshan & Bahman Zandi. 2017. A comparative study of the impact of bilingualism and gender on bilingual and monolingual learners in linguistic and logical-mathematical intelligences. Language Related Research 8(2). 225–248.
]Search in Google Scholar
[
Fox, Rebecca, Olga Corretjer & Kelley Webb. 2019. Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019. Foreign Language Annals 52(4). 699–726. DOI: 10.1111/flan.1242410.1111/flan.12424
]Search in Google Scholar
[
Garzón-Díaz, Edgar 2018. From cultural awareness to scientific citizenship: Implementing content and language integrated learning projects to connect environmental science and English in a state school in Colombia. International Journal of Bilingual Education and Bilingualism 24(2). 242–259. DOI: 10.1080/13670050.2018.145651210.1080/13670050.2018.1456512
]Search in Google Scholar
[
Gómez-Parra, Mª Elena. 2020. Measuring intercultural learning through CLIL. Journal of New Approaches in Educational Research 9(1). 43–56. DOI: 10.7821/naer.2020.1.45710.7821/naer.2020.1.457
]Search in Google Scholar
[
Gómez-Parra, Mª Elena, Cristina Huertas-Abril & Roberto Espejo-Mohedano. 2021. Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural competence. Porta Linguarum 35(January). 93–109. DOI: 10.30827/portalin.v0i35.1545310.30827/portalin.v0i35.15453
]Search in Google Scholar
[
Gómez Sará, Mary Mily. 2017. Review and analysis of the Colombian foreign language bilingualism policies and plans. HOW: A Colombian Journal for Teachers of English 24(1). 139–156. DOI: 10.19183/how.24.1.34310.19183/how.24.1.343
]Search in Google Scholar
[
Gonzalez-Rodrigo, Sonsoles & Isabel Salto-Weis. 2013. Challenges in engineering studies: Are Spanish students prepared to follow the CLIL model in engineering disciplines? In Luis Gómez Chova, Antonio López Martínez & Ignacio Candel Torres (eds.), ICERI 2013 proceedings: The 6th International Conference of Education, Research and Innovation, November 18th–20th, 2013 – Seville, Spain, IATED. 130–138.
]Search in Google Scholar
[
Guerrero, Carmen Helena. 2008. Bilingual Colombia: What does it mean to be bilingual within the framework of the national plan of bilingualism? PROFILE Issues in Teachers’ Professional Development 10(1). 27–45.
]Search in Google Scholar
[
Guerrero, Carmen Helena. 2009. Language policies in Colombia: The inherited disdain for our native languages. HOW: A Colombian Journal for Teachers of English 16(1). 11–24.
]Search in Google Scholar
[
Herrán-Barón, Ivan Geovanny. 2015. Las dificultades en el aprendizaje del inglés como lengua extranjera en los grados octavo y las posibilidades de usar CLIL para superarlas en el colegio IED Alexander Fleming. Unpublished M.A. thesis, Universidad de los Andes. http://hdl.handle.net/1992/12807
]Search in Google Scholar
[
Hunt, Marilyn. 2011. UK teachers’ and learners’ experiences of CLIL resulting from the EU-funded project ECLILT. Latin American Journal of Content and Language Integrated Learning 4(1). 27–39. DOI: 10.5294/laclil.2011.4.1.310.5294/laclil.2011.4.1.3
]Search in Google Scholar
[
Ioannou Georgiou, Sophie. 2012. Reviewing the puzzle of CLIL. ELT Journal 66 (4). 495–504. DOI: 10.1093/elt/ccs04710.1093/elt/ccs047
]Search in Google Scholar
[
Jäppinen, Aini-Kristiina. 2005. Thinking and content learning of mathematics and science as cognitional development in content and language integrated learning (CLIL): Teaching through a foreign language in Finland. Language and Education 19(2). 147–168. DOI: 10.1080/0950078050866867110.1080/09500780508668671
]Search in Google Scholar
[
Jaramillo, Isabel Cristina. 2005. Internationalization of Higher Education in Colombia. In Hans de Wit, Isabel Cristina Jaramillo, Jocelyne Gacel-Ávila & Jane Knight (eds.), Higher Education in Latin America: The international dimension, The World Bank. 175–210.
]Search in Google Scholar
[
Lasagabaster, David. 2008. Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal 1. 30–41. DOI: 10.2174/187491350080101003010.2174/1874913500801010030
]Search in Google Scholar
[
Lasagabaster, David & Juan Manuel Sierra. 2010. Immersion and CLIL in English: More differences than similarities. ELT Journal 64(4). 367–375. DOI: 10.1093/elt/ccp08210.1093/elt/ccp082
]Search in Google Scholar
[
MacIntyre, Peter D., Susan C. Baker, Richard Clément & Leslie A. Donovan. 2002. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning 53(S1). 537–564. DOI: 10.1111/1467-9922.0019410.1111/1467-9922.00194
]Search in Google Scholar
[
Madrid, Daniel & Steven Julius. 2020. Profiles of students in bilingual university degree programs using English as a medium of instruction in Spain. PROFILE Issues in Teachers’ Professional Development 22(2). e2256–5760. DOI: 10.15446/profile.v22n2.8073510.15446/profile.v22n2.80735
]Search in Google Scholar
[
Mariño, Claudia Marina. 2014. Towards implementing CLIL (content and language integrated learning) at CBS (Tunja, Colombia). Colombian Applied Linguistics Journal 16(2). 151–160. DOI: 10.14483/udistrital.jour.calj.2014.2.a0210.14483/udistrital.jour.calj.2014.2.a02
]Search in Google Scholar
[
Marsh, David. 2002. Content and language integrated learning (CLIL). The European Dimension? Actions, trends and foresight potential. DG Education & Culture, European Commission.
]Search in Google Scholar
[
Marsh, David. 2012. Content and language integrated learning (CLIL). A development trajectory. Unpublished Ph.D. dissertation, Universidad de Córdoba. https://helvia.uco.es/xmlui/handle/10396/8689
]Search in Google Scholar
[
Martínez Rincón, Sandra Liliana. 2016. Bilingualism in Colombia higher education. Enletawa Journal 9(2). 91–108. DOI: 10.19053/2011835X.754710.19053/2011835X.7547
]Search in Google Scholar
[
McDougald, Jermaine S. 2015. Teachers’ attitudes, perceptions and experiences in CLIL: A look at content and language. Colombian Applied Linguistics Journal 17(1). 25–41. DOI: 10.14483/udistrital.jour.calj.2015.1.a0210.14483/udistrital.jour.calj.2015.1.a02
]Search in Google Scholar
[
Mejía, Anne-Marie de. 2004. Bilingual education in Colombia: Towards an integrated perspective. International Journal of Bilingual Education and Bilingualism 7(5). 381–397. DOI: 10.1080/1367005040866782110.1080/13670050408667821
]Search in Google Scholar
[
Mejía, Anne-Marie de. 2011. The National Bilingual Programme in Colombia: Imposition or opportunity? Journal of Applied Language Studies 5(3). 7–17.
]Search in Google Scholar
[
Mejía, Anne-Marie de & Harvey Tejada. 2002. Empowerment y cambio en la construcción de currículos bilingües (inglés–español) en colegios monolingües. In Anne-Marie de Mejía & Rocío Nieves Oviedo (eds.), Nuevos Caminos en Educación Bilingüe en Colombia, Universidad del Valle. 105–122.
]Search in Google Scholar
[
Mejía, Anne-Marie de & Harvey Tejada. 2003. Bilingual curriculum construction and empowerment in Colombia. International Journal of Bilingual Education and Bilingualism 6(1). 37–51. DOI: 10.1080/1367005030866777110.1080/13670050308667771
]Search in Google Scholar
[
Méndez-García, María del Carmen. 2013. The intercultural turn brought about by the implementation of CLIL programmes in Spanish monolingual areas: A case study of Andalusian primary and secondary schools. The Language Learning Journal 41(3). 268–283. DOI: 10.1080/09571736.2013.83634
]Search in Google Scholar
[
Mijatović, Marko & Agnieszka Ewa Tytus. 2019. The bi-personal bilingual: A study of the perceived feeling of a changed self. International Journal of Bilingual Education and Bilingualism 22(2). 224–236. DOI: 10.1080/13670050.2016.124837310.1080/13670050.2016.1248373
]Search in Google Scholar
[
Ministerio de Educación Nacional (MEN). 2004. El programa nacional de bilingüismo. Ministerio de Educación.
]Search in Google Scholar
[
Ministerio de Educación Nacional (MEN). 2006. Estándares básicos de competencias en lenguas extranjeras: Inglés. Ministerio de Educación.
]Search in Google Scholar
[
Ministerio de Educación Nacional (MEN). 2014. Colombia very well! Programa nacional de inglés 2015–2025. Ministerio de Educación.
]Search in Google Scholar
[
Mora, Raúl Alberto, Tatiana Chiquito & Julián David Zapata. 2019. Bilingual education policies in Colombia: Seeking relevant and sustainable frameworks for meaningful minority inclusion. In B. Gloria Guzmán Johannessen (ed.), Bilingualism and bilingual education: Politics, policies and practices in a globalized society, Springer. 55–77. DOI: 10.1007/978-3-030-05496-0_410.1007/978-3-030-05496-0_4
]Search in Google Scholar
[
Ness Evans, Annabel & Brian J. Rooney. 2013. Methods in Psychological Research (3rd edn.). SAGE Publications.
]Search in Google Scholar
[
OECD. 2016. Education in Colombia: Reviews of national policies for education. OECD. DOI: 10.1787/1990019810.1787/19900198
]Search in Google Scholar
[
Pena-Dix, Beatriz María. 2018. Developing intercultural competence in English language teachers: Towards building intercultural language education in Colombia. Unpublished Ph.D. dissertation, Durham University. http://etheses.dur.ac.uk/12619/
]Search in Google Scholar
[
Pérez-Vidal, Carmen. 2015. Languages for all in education: CLIL and ICLHE at the crossroads of multilingualism, mobility and internationalisation. In María Juan-Garau & Joana Salazar-Noguera (eds.), Content-based language learning in multilingual educational environments, Springer. 31–50. DOI: 10.1007/978-3-319-11496-5_310.1007/978-3-319-11496-5_3
]Search in Google Scholar
[
Poveda, David. 2019. Bilingual beyond school: Students’ language ideologies in bilingual programs in South-Central Spain. Foro de Educación 17(27). 11–36. DOI: 10.14516/fde.70010.14516/fde.700
]Search in Google Scholar
[
Rad, Fakhrossadat Ghoreyshi, Ezzatollah Ahmadi & Fatemeh Gorbani. 2020. Comparison of social cognition and executive functions of motivation, inhibitory control, and empathy in bilingual and monolingual individuals. International Journal of Psychology 14(1). 59–82. DOI: 10.24200/ijpb.2019.168875.1084
]Search in Google Scholar
[
Roiha, Anssi & Mélodine Sommier. 2018. Viewing CLIL through the eyes of former pupils: Insights into foreign language and intercultural attitudes. Language and Intercultural Communication 18(6). 631–647. DOI: 10.1080/14708477.2018.146506910.1080/14708477.2018.1465069
]Search in Google Scholar
[
Rojas-Barreto, Lisseth S. 2019. The intercultural competence in Colombian university teachers — Analysis of a questionnaire. English Language Teaching 12(1). 30–47. DOI: 10.5539/elt.v12n1p3010.5539/elt.v12n1p30
]Search in Google Scholar
[
Secretaría de Educación de Bogotá. 2009. Lineamientos curriculares para los colegios pilotos hacia el bilingüismo. Alcaldía Mayor de Bogotá. http://repositoriosed.educacionbogota.edu.co/handle/001/863
]Search in Google Scholar
[
Sercu, Lies. 2004. Assessing intercultural competence: A framework for systematic test development in foreign language education and beyond. Intercultural Education 15(1). 73–89. DOI: 10.1080/146759804200019000410.1080/1467598042000190004
]Search in Google Scholar
[
Stier, Jonas. 2006. Academia: A global play-ground. Journal of Intercultural Communication 11. 1–12.
]Search in Google Scholar
[
Sudhoff, Julian. 2010. CLIL and intercultural communicative competence: Foundations and approaches towards a fusion. International CLIL Research Journal, 1(3). 30–38.
]Search in Google Scholar
[
Teubner-Rhodes, Susan E., Alan Mishler, Ryan Corbett, Llorenç Andreu, Monica Sanz-Torrent, John C. Trueswell & Jared M. Novick. 2016. The effects of bilingualism on conflict monitoring, cognitive control, and garden-path recovery. Cognition 150. 213–231. DOI: 10.1016/j.cognition.2016.02.01110.1016/j.cognition.2016.02.011
]Search in Google Scholar
[
Uribe-Jongbloed, Enrique & Carl Edlund Anderson. 2014. Indigenous and minority languages in Colombia: The current situation. Zeszyty Łużyckie 48. 217–242.
]Search in Google Scholar
[
Valencia, Silvia. 2005. Bilingualism and English language teaching in Colombia: A critical outlook. Paper presented at the Conference on English Language Teaching in Colombia. Universidad del Quindío.
]Search in Google Scholar
[
Yang, Wenhsien. 2017. Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism 20(6). 607–624. DOI: 10.1080/13670050.2015.106147410.1080/13670050.2015.1061474
]Search in Google Scholar
[
Yorke, Mantz. 2004. Employability in the undergraduate curriculum: Some student perspectives. European Journal of Education 39(4). 409–427.10.1111/j.1465-3435.2004.00194.x
]Search in Google Scholar
