Jasone Cenoz

TL;DR: The authors argued that the core characteristics of content and language integrated learning (CLIL) are understood in different ways with respect to: the balance between language and content instruction, the nature of the target languages involved, instructional goals, defining characteristics of student participants, and pedagogical approaches to integrating language and instruction.

TL;DR: The authors analyzed the linguistic landscape of two streets in two multilingual cities in Friesland (Netherlands) and the Basque Country (Spain) where a minority language is spoken, Basque or Frisian.

TL;DR: This article examined the effects of bilingualism on cognitive development, metalinguistic awareness, and communicative skills of third language learners in the process of second language acquisition and discussed the results of several research studies conducted in different settings and contexts.

TL;DR: Cenoz et al. as mentioned in this paper discuss the role of English as L3 in a Swedish immersion program in Finland, Siv Bjorklund and Irmeli Suni trilingual primary education in Friesland, Jehannes Ytsma teaching English to bilingual pupils in Romania, Tatiana Iactu.

TL;DR: In this paper, the influence of bilingualism on third language learning in a bilingual community, the Basque Country, was examined and the results indicated that bilingualism and several other variables (intelligence, motivation, age, and exposure) were good predictors of English-language achievement.