[Anderson, Laureen, and David, Krathwohl. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Pearson, Allyn & Bacon, 2001.]Search in Google Scholar
[Arnaiz Castro, Patricia. “An Insight into CLIL in the Canary Islands Autonomous Community: Key Aspects and Students’ Profiles”. Bilingual Education: Educational Trends and Key Concepts. Educación Bilingüe: Tendencias Educativas y Conceptos Clave, edited by Mª Elena Gómez Parra and Richard Johnstone, Catálogo de publicaciones del Ministerio de Educación, Cultura y Deporte, 2017, pp. 235-48.]Search in Google Scholar
[Bloom, Benjamin, et al., editors Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain, David McKay Co Inc., 1956.]Search in Google Scholar
[Bobadilla-Pérez, María, and Pilar Couto-Cantero. “Teaching CLIL in a Post-Graduate Programme: Survey Conclusions on Teacher’s Training Needs.” New Trends in Foreign Language Teaching: Methods, Evaluation, Innovation, edited by António Lopes and Raúl Ruiz Cecilia, Cambridge Scholars Publishing, 2018, pp. 6-19.]Search in Google Scholar
[Cenoz, Jasone, et al. “Critical Analysis of CLIL: Taking Stock and Looking Forward.” Applied Linguistics, vol. 35, no. 3, 2014, pp. 243-62.10.1093/applin/amt011]Search in Google Scholar
[Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. CUP, 2001.]Search in Google Scholar
[Couto-Cantero, Pilar, and María Bobadilla-Pérez. “Top Ten Key Words to Become an Impact Teacher”. New Trends in Foreign Language Teaching: Methods, Evaluation, Innovation, edited by António Lopes and Raúl Ruiz Cecilia, Cambridge Scholars Publishing, 2018, pp. 157-74.]Search in Google Scholar
[Coyle, Do. “Content and Language Integrated Learning: Motivating Learners and Teachers”, in The CLIL Teachers Toolkit: A Classroom Guide, The University of Nottingham, 2007.]Search in Google Scholar
[Coyle, Do, et al. CLIL: Content and Language Integrated Learning. Cambridge UP, 2010.10.1017/9781009024549]Search in Google Scholar
[Ellison, Maria. “Implementing CLIL in Schools: The Case of the GoCLIL Project in Portugal.” e- -TEALS: An e-Journal of Teacher Education and Applied Language Studies, vol. 7, 2017, pp. 43-72.10.2478/eteals-2018-0003]Search in Google Scholar
[Gámez Fernández, Cristina M. “On the Art of the Mindful Teacher, or Learning Mindfulness from Our Students.” Nuevas perspectivas en educación bilingüe: Investigación e innovación. EUG, 2018, pp. 281-85.]Search in Google Scholar
[Huertas Abril, Cristina A., and M. Elena Gómez Parra. Inglés para fines sociales y de cooperación. Guía para la elaboración de materiales. GRAÓ, 2018.]Search in Google Scholar
[Kelly, Michael, et al. European Profile for Language Teacher Education – A Frame of Reference, A Report to the European Commission Directorate General for Education and Culture, 2004, www.researchgate.net/publication/235937694_European_Profile_for_Language_Teacher_Education_-_A_Frame_of_Reference. Accessed 15 Nov. 2018.]Search in Google Scholar
[Lasagabaster, David. “The Use of the L1 in CLIL Classes: The Teachers’ Perspective.” Latin American Journal of Content and Language Integrated Learning, vol. 6, no. 2, 2013, pp. 1-21.10.5294/laclil.2013.6.2.1]Search in Google Scholar
[Massler, Ute, et al. “Effective CLIL Teaching Techniques.” Guidelines for CLIL Implementation in Primary and Pre-Primary Education, edited by Sophie Ioannou-Georgiou and Pavlos Pavlou, European Commission, 2011, pp. 66-97.]Search in Google Scholar
[Méndez García, María del Carmen, and Víctor Pavón. “Investigating the Coexistence of the Mother Tongue and the Foreign Language through Teacher Collaboration in CLIL Contexts: Perceptions and Practice of the Teachers Involved in the Plurilingual Programme in Andalusia.” International Journal of Bilingual Education and Bilingualism, vol. 15, no. 5, 2012, pp. 573-92.10.1080/13670050.2012.670195]Search in Google Scholar
[Meyer, Oliver. “Towards Quality-CLIL: Successful Planning and Teaching Strategies.” Pulso, 2010, vol. 33, pp. 11-29.10.58265/pulso.5002]Search in Google Scholar
[Meyer, Oliver, et al. “A Pluriliteracies Approach to Content and Language Integrated Learning – Mapping Learner Progressions in Knowledge Construction and Meaning-Making.” Language, Culture and Curriculum, 2015, vol. 28, no. 1, pp. 41-57.10.1080/07908318.2014.1000924]Search in Google Scholar
[Myers-Scotton, Carol. Social Motivations for Codeswitching. Evidence from Africa. Clarendon Press, 1993.]Search in Google Scholar
[Nunan, David. The Learner-Centred Curriculum: A Study in Second Language Teaching. Cambridge UP, 1988.10.1017/CBO9781139524506]Search in Google Scholar
[P21 Framework for 21st Century Learning. The Partnership for 21st Century Learning. Pearson, 2015, http://www.p21.org/about-us/our-mission. Accessed 6 March 2018.]Search in Google Scholar
[Palacios Hidalgo, Francisco J. “Evaluación educativa e inglés para fines sociales y de cooperación.” Inglés para fines sociales y de cooperación. Guía para la elaboración de materiales, edited by Cristina A. Huertas Abril and M. Elena Gómez Parra, GRAÓ, 2018, pp. 87-104.]Search in Google Scholar
[Pavón, Victor, and Maria Ellison. “Examining Teacher Roles and Competences in Content and Language Integrated Learning (CLIL).” Linguarum Arena, vol. 4, 2013, pp. 65-78.]Search in Google Scholar
[Pavón, Víctor, and Fernando Rubio. “Teachers’ Concerns and Uncertainties about the Introduction of CLIL Programmes.” Porta Linguarum, 2010, vol. 14, pp. 45-58.]Search in Google Scholar
[Pérez Cañado, María Luisa. “Are Teachers ready for CLIL? Evidence from a European Study.” European Journal of Teacher Education, 2016, vol. 39, no. 2, pp. 202-21.10.1080/02619768.2016.1138104]Search in Google Scholar
[Spencer, Deborah. “Unit 1 Digital e-Book.” Natural Science 6. In Focus, edited by Denise Suárez, Anaya, 2015, https://www.blinklearning.com/coursePlayer/librodigital_html.php?idclase=22082240&idcurso=497510. Accessed 4 March 2018.]Search in Google Scholar
[Ting, Teresa, and Leonor, Martínez Serrano. En el corazón de AICLE. Materiales y métodos. Manual para profesorado de Educación Secundaria. UCO Press.]Search in Google Scholar
[Vygotsky, Lev S. Mind in Society: The Development of Higher Psychological Processes. Cambridge, Harvard UP, 1978.]Search in Google Scholar
[Wei, Li. “The Nature of Linguistic Norms and their Relevance to Multilingual Development.” Multilingual Norms, edited by Madalena Cruz-Ferreira, Peter Lang, 2010, pp. 397-404.]Search in Google Scholar