Rieder-Marschallinger Silvia (29)









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Title
Understanding teachers’ perspectives: A qualitative study on non-specialist early foreign language teachers’ educational and curricular needs
Understanding teachers’ perspectives: A qualitative study on non-specialist early foreign language teachers’ educational and curricular needs
Disciplinary Literacy Expectations in History Lessons: A Comparative Study of Turkiye and Albania
Let’s collaborate: Creating a protocol for design-based research taking a project on CLIL materials for the subject History and Political Education as an example
What CLIL teachers expect: A comparative investigation of Austrian CLIL teachers’ expectations regarding disciplinary literacies
Language-Based Content Learning in CLIL History Education: Improving Subject Literacy by Working on Cognitive Discourse Functions
CLIL with a capital I: Using cognitive discourse functions to integrate content and language learning in CLIL history education
CELT Matters
Sprachendidaktik im Dialog. Extended Abstracts zur 14. ÖGSD Nachwuchstagung.
Language and Education
Language and Education
Language Teaching Research
TALK in plurilingual classrooms: Teachers‘ awareness of language knowledge in secondary education
International Perspectives on Teacher Development for Content and Language Integration
The Language Learning Journal
Springer Verlag/ Advancing Practices and Teacher Development in Content and Language Integrated Lear
Integrating language and history teaching through cognitive discourse functions: A closer look at the learning outcomes of a design-based research project
CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools
Understanding teachers‘ perspectives: A qualitative study on non-specialist early foreign language teachers‘ educational and curricular needs
Cognitive Discourse Functions in History CLIL Education: Insights from a Design-Based Research Study on Conceptual Links
Creating Content-and-Language-Integrative Materials for the Bilingual History Classroom through Design-Based Research: The Role of Teacher-Researcher Collaboration
Overview of curricular demands of disciplinary literacies An Exploratory Survey: A Report by CLILNetLE Working Group 3 Deliverable 7
Teachers’ expectations in Austria: a comparison of lower secondary history and primary-level ‘general studies’
L2 proficiency and development in CLIL
Cognitive Discourse Functions meet historical competences: Towards an integrated pedagogy in CLIL history education
Involving Students in Educational Design
Cognitive discourse functions in Austrian CLIL lessons: towards an empirical validation of the CDF Construct
Integration of content and language pedagogies: cognitive discourse functions in the CLIL history classroom
With United Forces : How Design-Based Research can Link Theory and Practice in the Transdisciplinary Sphere of CLIL

Forschungslandkarte der Pädagogischen Hochschulen Österreichs. 2007 - 2026.

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