Bibliografía complementaria

 Bibliografia

— Abarbanel, J., 2009. Moving with emotional resilience between and within cultures. Intercultural Education, 20(sup1), pp.S133-S141.

— Arouca, R.A., 2013. A qualitative study of returning study abroad students: The critical role of reentry support programs.

— Banks, M. and Bhandari, R., 2012. Global student mobility. The Sage handbook of international higher education, pp.379-397.

— Beattie, J., 2014. The ‘ins and outs’ of a study abroad programme. . In C. Pérez-Vidal (Ed.), Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 59-73). Amsterdam: John Benjamins.

— Bennett, M.J., 2004. Becoming interculturally competent. Toward multiculturalism: A reader in multicultural education, 2, pp.62-77.

— Bennett, M.J., 2009. Defining, measuring, and facilitating intercultural learning: a conceptual introduction to the intercultural education double supplement. Intercultural Education, 20(sup1), pp.S1-S13.

— Berdan, S.N., Goodman, A.E. and Taylor, C., 2013. A student guide to study abroad.

— Berg, M.V., 2009. Intervening in student learning abroad: a research‐based inquiry. Intercultural Education, 20(sup1), pp.S15-S27.

— Brown, H. D. 1977. Some limitations of CL/CLL models of second language teaching. TESOL Quarterly, 365-372.

— Byram, M. 1997. Teaching and assessing intercultural communicative competence. Multilingual Matters.

— Campbell, R., 2015. Life post-study abroad for the Japanese language learner: Social networks, interaction and language usage. Social Interaction, Identity And Language Learning During Residence Abroad, p.241.

— Canale, M. and Swain, M., 1980. Theoretical bases of com-municative approaches to second language teaching and testing. Applied linguistics,1(1), pp.1-47.

— Carnine, J., 2015. The impact on national identity of transnational relationships during international student mobility. Journal of international Mobility, (1), pp.11-30.

— Churchill, E. and DuFon, M.A., 2006. Evolving threads in study abroad research. Language learners in study abroad contexts, pp.1-27.

— Collentine, J. 2009. Study abroad research: Findings, implications, and future directions. In M. H. Long and C. Doughty (Eds.), The handbook of second language teaching (pp. 218-233). Malden, MA: Blackwell.

— Collentine, J. and Freed, B. 2004. Studies in Second Language Acquisition, 26(2).

— Coyle, D., Hood, P. and Marsh, D., 2010. Content and language integrated learning. Ernst Klett Sprachen.

— Cummins, J., 1984. Bilingualism and special education: Issues in assessment and pedagogy (Vol. 6). Clevedon: Multilingual Matters.

— Dalton-Puffer, C., 2008. Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. na.

— Davis, T., 2003. Atlas of Student Mobility. Institute of International Education.

— Davies, A., & Elder, C. (Eds.). 2008. The handbook of applied linguistics. John Wiley & Sons.

— Dearden, J., 2014. English as a medium of instruction–a growing global phenomenon. British Council. Online: http://www. britishcouncil. org/education/ihe/knowledge-centre/english-language-higher-education/report-english-medium-instruction (accessed 30/07/2016).

— DeKeyser, R., 2007. Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge University Press.

— DeKeyser, R., 2010. Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43(1), pp.80-92.

— Dewey, D.P., 2004. A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts. Studies in Second Language Acquisition, 26(02), pp.303-327.

— Dörnyei, Z. 2014. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. London: Routledge.

— Dörnyei, Z. and Csizér, K., 2005. The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology, 24(4), pp.327-357.

— DuFon, M. A., and Churchill, E. (Eds.). 2006. Language learners in study abroad contexts. Clevedon: Multilingual Matters.

— Ellis, R., 1994. The study of second language acquisition. Oxford University.

— Ellis, R. 2004. Individual Differences in Second Language Learning. In The handbook of applied linguistics, 525.

— Finocchiaro, M. and Brumfit, C., 1983. The functional-notional approach: From theory to practice. Oxford University Press, 200 Madison Ave., New York, NY 10016.

— Fraser, C.C., 2002. Study abroad: An attempt to measure the gains. German as a Foreign Language Journal, 1, pp.45-65.

— Freed, B. (Ed.). 1995. Second language acquisition in a study abroad context. Amsterdam/Philadelphia: John Benjamins

— Gass, S.M., 2013. Second language acquisition: An introductory course. Routledge.

— Geoghegan, L. (2018). International posture, motivation and identity in SA. In C. Pérez-Vidal, S. López-Serrano, J. Ament and D. Thomas Wilhelm (Eds.) Learning Effects: Study Abroad, Formal Instruction And International Immersion Classrooms. Eurosla

— Geoghegan, L. & Pérez-Vidal, C. (2018). ELF, motivation and identity in SA. In M. Howard (Ed.) Study Abroad, Second Language Acquisition and Interculturality: Contemporary Perspectives. Multilingual Matters.

— Hadfield, J. and Dörnyei, Z., 2013. Motivating learning. open mind openS doors, p.47.

— Hammer, M.R., Bennett, M.J. and Wiseman, R., 2003. Measuring intercultural sensitivity: The intercultural development inventory. International journal of intercultural relations, 27(4), pp.421-443.

— Harrop, E., 2012. Content and language integrated learning (CLIL): Limitations and possibilities.

— Hismanoglu, M., 2011. An investigation of ELT students’ intercultural communicative competence in relation to linguistic proficiency, overseas experience and formal instruction. International Journal of Intercultural Relations, 35(6), pp.805-817.

— Hüttner, J. and Rieder-Bünemann, A., 2007. The effect of CLIL instruction on children’s narrative competence. View [s], 15(3), pp.41-46.

— Isabelli-García, C., 2006. Study abroad social networks, motivation and attitudes: Implications for second language acquisition. Language learners in study abroad contexts, 15, pp.231-258.

— Jackson, J. 2008. Globalization, internationalization, and short-term stays abroad. International Journal of Intercultural Relations, 32(4), pp.349-358.

— Jackson, J. 2009. Intercultural learning on short‐term sojourns. Intercultural Education.

— Jimenez-Jimenez, A.F., 2010. A Comparative Study on Second Language Vocabulary Development: Study Abroad vs Classroom Settings. Frontiers: The Interdisciplinary Journal of Study Abroad, 19, pp.105-123.

— Johnson, K., 1982. Communicative syllabus design and methodology. Pergamon.

— Juan-Garau, M., and Salazar-Noguera, J. (Eds.). 2015. Content-Based learning in multilingual educational environments. Berlin: Springer.

— Kasper, G. and Roever, C., 2005. Pragmatics in second language learning. Handbook of research in second language teaching and learning, 1, pp.317-334.

— Kinginger, C., 2004. Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. Negotiation of identities in multilingual contexts, 21(2), pp.219-242.

— Kinginger, C., 2009. Language learning and study abroad: A critical reading of research. Springer.

— Kinginger, C., Lee, S.H., Wu, Q. and Tan, D., 2014. Contextualized language practices as sites for learning: Mealtime talk in short-term Chinese homestays. Applied Linguistics, p.amu061.

— Kling, J., 2016. Content Teachers Engaged In English-Medium Instruction In Denmark. In Crandall, J. and Christison, M Teacher Education and Professional Development in TESOL: Global Perspectives, p.224.

— Kormos, J., Csizér, K. and Iwaniec, J., 2014. A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2), pp.151-166.

— Kramer, N., Muilenburg, A. and Saiki, A., 2001. Reverse Culture Shock.

— Krashen, S., 1977. The monitor model for adult second language performance. Viewpoints on English as a second language, pp.152-161.

— Laufer, B., 2005. Focus on form in second language vocabulary learning. Eurosla yearbook, 5(1), pp.223-250.

— Leask, B. 2015. Internationalizing the curriculum. New York: Routledge.

— Lightbown, P., 1983. Exploring relationships between developmental and instructional sequences in L2 acquisition. Classroom oriented research in second language acquisition, 217-243.

— Llanes, A. and Muñoz, C. 2009. A short stay abroad: Does it make a difference?. System, 37(3), pp.353-365.

— Llanes, A., and Muñoz, C. 2012. Age effects in a study abroad context: Children and adults studying abroad and at home. Language Learning, 64(1), 1-28.

— Long, M.H., 1991. Focus on form: A design feature in language teaching methodology. Foreign language research in cross-cultural perspective, 2(1), pp.39-52.

— Long, M.H., 1996. The role of the linguistic environment in second language acquisition. Handbook of second language acquisition, 2(2), pp.413-468.

— Lorenzo, F., Casal, S. and Moore, P., 2010. The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31(3), pp.418-442.

— Machin, L., (2015). Intercultural Awareness at home and abroad: a retrospective study of snapshot compositions. Unpublished Master’s Dissertation. Universitat Pompeu Fabra.

— Mewald, C., 2004. Paradise lost and found: a case study of content based foreign language education in Lower Austria (Doctoral dissertation, University of East Anglia).

— Mitchell, R., N. Tracy-Ventura, and K McManus, eds. 2015. Social Interaction, Identity and Language Learning during Residence Abroad. Amsterdam: Eurosla.

— Morreale, S.G., 2011. The relationship between study abroad and motivation, attitude and anxiety in university students learning a foreign language.

— Naiman, N. ed., 1978. The good language learner (Vol. 4). Multilingual Matters.

— Naves, T., 2002. What are the characteristics of successful CLIL programmes. TIE-CLIL professional development course, pp.91-94.

— Numrich, C., 1989. Cognitive Strategies for Integrating ESL and Content Area Instruction.

— Paige, R.M., Cohen, A.D., Kappler, B., Chi, J.C. and Lassegard, J.P., 2002. Maximizing Study Abroad: A Students' Guide to Strategies for Language and Culture Learning and Use. Center for Advanced Research on Language Acquisition, University of Minnesota, 619 Heller Hall, 271-19th Avenue South, Minneapolis, MN 55455.

— Pavesi, M., 1986. Markedness, discoursal modes, and relative clause formation in a formal and an informal context. Studies in Second Language Acquisition, 8(01), pp.38-55.

— Pedersen, P.J., 2009. Teaching towards an ethnorelative worldview through psychology study abroad. Intercultural Education, 20(sup1), pp.S73-S86.

— Pedersen, P.J., 2010. Assessing intercultural effectiveness outcomes in a year-long study abroad program. International Journal of Intercultural Relations, 34(1), pp.70-80.

— Pérez-Vidal, C., 2011. Language acquisition in three different contexts of learning: Formal instruction, study abroad, and semi-immersion (CLIL). Content and foreign language integrated learning: Contributions to multilingualism in European contexts, pp.25-35.

— Pérez-Vidal, C. ed., 2014a. Language acquisition in study abroad and formal instruction contexts (Vol. 13). John Benjamins Publishing Company.

— Pérez-Vidal, C. 2014b. Study abroad and formal instruction contrasted. In C. Pérez-Vidal (Ed.), Language Acquisition in Study Abroad and Formal Instruction Contexts (pp. 17–57). Amsterdam: John Benjamins.

— Pérez-Vidal, C., 2015. Languages for all in education: CLIL and ICLHE at the crossroads of multilingualism, mobility and internationalisation. In Content-based language learning in multilingual educational environments (pp. 31-50). Springer International Publishing.

— Pérez-Vidal. In Press. Study Aborad. In S. Lowen and M. Sato (eds.). The Routledge Handbook of Instructed Second Language Acquisition. New York: Routledge.

— Regan, V., Howard, M., and Lemée, I. 2009. The acquisition of sociolinguistic competence in a study abroad context. Clevedon: Multilingual Matters.

— Salvisberg, J., 2005. Cognitive style and learning strategies. IATEFL ISSUES.

— Scarino, A., & Liddicoat, A. 2009. Teaching and learning languages: A guide. Melbourne: Curriculum Corporation.

— Serrano, R., Llanes, A., and Tragant, E. 2011. Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39, 133-143.

— Sudhoff, J., 2010. CLIL and intercultural communicative competence: Foundations and approaches towards a fusion. International CLIL Research Journal, 1(3), pp.30-37.

— Sylvén, L.K., 2004. Teaching in English or English Teaching? On the effects of content and language integrated learning on Swedish learners´ incidental vocabulary acquisition.

— Wächter, B., and Maiwörm, F. 2014. Rethinking the role of English-taught programmes in the EHEA. Brussels: ACA.

— Wilkins, D. A. 1972. The linguistic and situational content of the common core in a unit/credit system. Ms. Strasbourg: Council of Europe

— Williams, T.R., 2005. Exploring the impact of study abroad on students’ intercultural communication skills: Adaptability and sensitivity. Journal of studies in international education, 9(4), pp.356-371.

— Zydatiß, W., 2006. Bilingualer Unterricht= höhere Sprachfähigkeit: Konsequenzen für die Bewertungspraxis an deutschen Schulen. J.-P. Timm (Hg.): Fremdsprachenlernen und Fremdsprachenforschung: Kompetenzen, Standards, Lernformen, Evaluation. Festschrift für Helmut Johannes Vollmer. Narr, Tübingen, pp.373-388.