LACLIL is a no-fee, open-access, peer-reviewed scientific journal focused on CLIL (Content and Language Integrated Learning), multilingualism, interculturalism, and CALL, around the world.

eISSN: 2322-9721 - ISSN: 2011-6721

Issue Title
Vol 12, No 2 (2019) Influencing Factors on In-Service Teachers’ Competence in Planning CLIL Abstract  PDF
Magdalena Custodio-Espinar
Vol 13, No 1 (2020): Supporting language learners with disabilities in the ELT classroom Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective Abstract  PDF
Matthias Maunsell
Vol 11, No 2 (2018) La enseñanza de segundas lenguas mediante contenidos históricos: un modelo teórico-práctico para el diseño de materiales con el enfoque AICLE Abstract  PDF (Español (España))
Ernesto Ferrando Llimós
Vol 12, No 1 (2019) The Significance of Promoting Teacher Reflection: A Review Article Abstract  PDF
Mahnaz Moayeri, Ramin Rahimiy
Vol 12, No 2 (2019) Understanding the Learning Challenges of English-Medium Instruction Learners and Ways to Facilitate Their Learning: A Case Study of Taiwan Psychology Students’ Perspectives Abstract  PDF
Tzu-Ling Hua
Vol 11, No 1 (2018) Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain Abstract  PDF  HTML
Gema Alcaraz-Mármol
Vol 11, No 1 (2018) Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program Abstract  PDF  HTML
María Cristina Sarasa, Luis Gabriel Porta
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This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.

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