Vol. 2 No. 2 (2020): Special Issue: The Psychology of Teaching and Learning Content & Language

Published: 2020-09-20

Editorial

• Introduction to the Special Issue: The Psychology of Teaching and Learning Content and Language

  1-5

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Research Articles

• CLIL Challenges: Secondary School CLIL Teachers’ Voices and Experienced Agency in Three European Contexts

  Kristiina Skinnari

  6-19

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• Metacognitive Awareness in Language Learning Strategies and Strategy Instruction in CLIL Settings

  Yolanda Ruiz de Zarobe, Simone Smala

  20-35

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• Investigating Foreign Language Teacher Anxiety Using SFL’s ATTITUDE and TRANSITIVITY Systems

  Julia Goetze

  36-54

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• Lecturers’ Appraisals of English as a Lingua Franca in European Higher Education Settings

  Nashwa Nashaat-Sobhy, Davinia Sánchez-Garcia

  55-72

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• The Well-being and Job Satisfaction of Secondary CLIL and Tertiary EMI Teachers in Austria

  Gianna Hessel, Kyle R. Talbot, Marie-Theres Gruber, Sarah Mercer

  73-91

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• Identity and Agency Development in a CLIL-based Teacher Education Program

  Josephine Moate, Maria Ruohotie-Lyhty

  92-106

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Work-in-Progress

• Involving Students in Educational Design: How Student Voices Contribute to Shaping Transdisciplinary CLIL History Materials

  107-117

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Book Reviews

• Book Review: Contemporary Language Motivation Theory – 60 Years Since Gardner and Lambert (1959) by Ali H. Al-Hoorie and Peter D. MacIntyre

  Dorota Záborská

  118-123

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