References
- Ahern, Aoife. “The Roots of CLIL: Language as the Key to Learning in the Primary Classroom.” Integration of Theory and Practice in CLIL, edited by Ruth Breeze, Carmen Llamas, Concepción Martínez and Cristina Tabernero, Rodopi / Brill, 2014, pp. 14-35.
- Bernstein, Basil. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (revised edition). Rowman & Littlefield, 2000.
- García Parejo, Isabel, et al. “La ‘pedagogía de los géneros discursivos’ en Grados de Formación del Profesorado: Presentación de dos proyectos de innovación docente.” Lenguaje y Textos, vol. 46, 2017, pp. 69-80.
- García Parejo, Isabel, and Rachel Whittaker, editors. “Teoría y práctica del modelo Reading to Learn (Leer para aprender) en contextos educativos transnacionales.” Lenguaje y Textos, vol. 46, 2017, Sección Monográfica.
- Halliday, Michael, and Christian Mathiessen. An Introduction to Functional Grammar. 3rd ed., Routledge, 2013.
- Llinares, Ana, et al. The Roles of Language in CLIL. Cambridge UP, 2012.
- Martin, Jim. English Text: System and Structure. John Benjamins, 1992.
- Nikula, Tarja. “Hands-on Tasks in CLIL Science Classrooms as Sites for Subject-Specific Language Use and Learning.” System, vol. 54, 2015, pp. 14-27.
- Nixon, Caroline, and Michael Tomlinson. Kids Box 3. Cambridge UP, 2013.
- Rose, David. Reading to Learn: Accelerating Learning and Closing the Gap. Teacher Training Books and DVD, 2018, www.readingtolearn.com.au.
- Rose, David. Reading to Learn: Implementation and Outcomes of the Professional Development Program. Report for the Western NSW Region, 2011, NSW Department of Education and Training, Australia.
- Rose, David. “Writing as Linguistic Mastery: the Development of Genre-Based Literacy Pedagogy.” Handbook of Writing Development, edited by Roger Beard et al., Sage, 2008, pp. 151-66.
- Rose, David, and Claire Acevedo. “Closing the Gap and Accelerating Learning in the Middle Years of Schooling.” Literacy Learning in the Middle Years, vol. 14, no.2, 2006, pp. 32-45.
- Rose, David, and Jim Martin. Learning to Write, Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School. Equinox, 2012. (Spanish translation: Leer para aprender. Lectura y escritura en las áreas del currículo, 2018, Pirámide).
- Vygotsky, Lev. Thought and Language. MIT Press, 1962.
- Whittaker, Rachel. “Reading to Learn in CLIL Subjects: Working with Content-Language.” CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, vol. 1, no. 1, 2018, pp. 17-25.
- Whittaker, Rachel, and Isabel García Parejo. “Teacher Learning for European Literacy Education (TeL4ELE): Genre-Based Pedagogy in Five European Countries.” European Journal of Applied Linguistics, vol. 6, no. 1, 2018, pp. 31-59.
- Whittaker, Rachel, and Claire Acevedo. “Working on Literacy in CLIL/Bilingual Contexts: Reading to Learn and Teacher Development.” Estudios sobre Educación, vol. 35, 2016, pp. 37-55.