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(magistrsko delo, Masaryk University). Pridobljeno 27.4. 2021 iz https://
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Clevendon: Multilingual Matters.
Kersaint, G., Thompson, D. R., in Petkova, M. (2014). Teaching mathematics to
English language learners. Routledge.
Kovacikova, E., in Luprichova, J. (2018). A good CLIL practice among Euro-
pean educational institutions. International Journal of Learning and Tea-
ching, 10(1), 50–60.
Kratochvílová, J. (1999). Pre-structural Thinking Processes Involved in Sol-
ving Mathematical Tasks. V Proceedings SEMT 99, Milan Hejný in Jarmi-
la Novotná (Ur.), 67–71. Praga: Charles University, Faculty of Education.
Lipavic Oštir, A. in Lipovec, A. (2018). Problemorientierter Soft CLIL Ansatz.
Wien: LIT.
Lipovec, A. (2014). Vpliv matematične interesne dejavnosti na matematične
dosežke mlajših učencev Revija za elementarno izobraževanje, 7(3/4). 49–
61.
Lucietto, S. (2009). TATEO: A school- and action research-based continuous
professional development model for experienced/senior secondary teach-
ers new to CLIL. V D. Marsh, P. Mehisto, R. Aliaga, T. Asikainen, M.
Frigols, S. Hughes in G. Lange (ur.), CLIL practice: Perspectives from the
field (str. 117–124). Jyväskylä, Finland: University of Jyväskylä.
Maroney S. (1995). Team Teaching. http://www.wiu.edu/users/mfsam1/
Md Yassin, S. in Eng Tek, O., Alimon, H., Baharom, S., Ying Ying, A. (2010).
Teaching Science Through English: Engaging Pupils Cognitively. In-
ternational CLIL Research Journal, 1(3): 46–59. https://doi.org/10.13189/
ujer.2020.080332
Miqdadi, R. in Al-Jamal, D. (2013) Difficulties in Content and Language Inte-
grated Learning: The Case of Math. Jordan Journal of Educational Scien-
ces, 9(4), 449–459.
van Mensel, L., Galand, B., Hiligsmann, Ph., Mettewie, L. (2020). CLIL, an eli-
tist language learning approach? A Background analysis of English and
168
Education, Siv Björklund, Karita Märd-Miettinen, Marina Bergström in
Margareta Södergärd (Ur.). University of Vaasa, Finska.
Javnická, B. T. (2018). The CLIL method at Czech secondary schools: Study case.
(magistrsko delo, Masaryk University). Pridobljeno 27.4. 2021 iz https://
is.mu ni.cz/t h/q6rgo/T he _CLIL _ met hod _ at _Czech _ seconda r y_ schools _
Study_case_MA_Tereza_Javnicka.pdf
Kaplan, R. in Baldauf, R. (1997). Language Planning: from Practice to Theory.
Clevendon: Multilingual Matters.
Kersaint, G., Thompson, D. R., in Petkova, M. (2014). Teaching mathematics to
English language learners. Routledge.
Kovacikova, E., in Luprichova, J. (2018). A good CLIL practice among Euro-
pean educational institutions. International Journal of Learning and Tea-
ching, 10(1), 50–60.
Kratochvílová, J. (1999). Pre-structural Thinking Processes Involved in Sol-
ving Mathematical Tasks. V Proceedings SEMT 99, Milan Hejný in Jarmi-
la Novotná (Ur.), 67–71. Praga: Charles University, Faculty of Education.
Lipavic Oštir, A. in Lipovec, A. (2018). Problemorientierter Soft CLIL Ansatz.
Wien: LIT.
Lipovec, A. (2014). Vpliv matematične interesne dejavnosti na matematične
dosežke mlajših učencev Revija za elementarno izobraževanje, 7(3/4). 49–
61.
Lucietto, S. (2009). TATEO: A school- and action research-based continuous
professional development model for experienced/senior secondary teach-
ers new to CLIL. V D. Marsh, P. Mehisto, R. Aliaga, T. Asikainen, M.
Frigols, S. Hughes in G. Lange (ur.), CLIL practice: Perspectives from the
field (str. 117–124). Jyväskylä, Finland: University of Jyväskylä.
Maroney S. (1995). Team Teaching. http://www.wiu.edu/users/mfsam1/
Md Yassin, S. in Eng Tek, O., Alimon, H., Baharom, S., Ying Ying, A. (2010).
Teaching Science Through English: Engaging Pupils Cognitively. In-
ternational CLIL Research Journal, 1(3): 46–59. https://doi.org/10.13189/
ujer.2020.080332
Miqdadi, R. in Al-Jamal, D. (2013) Difficulties in Content and Language Inte-
grated Learning: The Case of Math. Jordan Journal of Educational Scien-
ces, 9(4), 449–459.
van Mensel, L., Galand, B., Hiligsmann, Ph., Mettewie, L. (2020). CLIL, an eli-
tist language learning approach? A Background analysis of English and
168
