1887
Volume 5, Issue 1
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
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Abstract

Commentary on: Rumlich, D. (2017). CLIL theory and empirical reality – Two sides of the same coin? A quantitative-longitudinal evaluation of general EFL proficiency and affective-motivational dispositions in CLIL students at German secondary schools. Journal of Immersion and Content-Based Language Education 5(1), 110–134. https://doi.org/10.1075/jicb.5.1.05rum

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2017-04-07
2019-08-25
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References

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