MaryAnn Christison is a professor of Linguistics in the Department of Linguistics at the University of Utah, USA. She serves on the TIRF Board of Trustees.JoAnn (Jodi) Crandall is a professor emerita of Education at the University of Maryland, Baltimore County, USA. She serves on the TIRF Board of Trustees.Donna Christian is a senior fellow with the Center for Applied Linguistics in Washington, DC. She serves on the TIRF Board of Trustees.

• Part I: Integrating Language and Content in Primary School Contexts 1. Working Towards a Multilingual Paradigm in Content-Based English Language Teaching: Implications for Teacher Education [Anna Krulatz and MaryAnn Christison] 2. The Bottom Group: How Teacher Expectations, Tracking, and Standards Contribute to EL Underrepresentation in STEM [Beth Clark-Gareca] 3. Are We Missing Part of the Picture? Assessing English Learners in Science From a Multimodal Perspective [Scott E. Grapin] 4. Digital Technologies and Storytelling for CLIL in a Primary School in Italy [Letizia Cinganotto] Part II: Integrating Language and Content in Secondary School Contexts 5. Integrated Language and Content Instruction: Program Models in Secondary Schools [Heather Andrews and JoAnn (Jodi) Crandall] 6. Pooling Semiotic Resources Among Recently Arrived Immigrant Students in a High School Biology Class [Nora W. Lang] 7. Teaching Language and Content in Chilean Vocational Education Training (VET) Schools: Exploring the Perspectives of Industry Professionals and EFL Teachers [Carolina Arias-Contreras] 8. Pre-Service Science Teachers’ Written Feedback Practices Following Preparation for "Sheltered" Instruction [Kathryn Accurso] Part III: Integrating Language and Content in Postsecondary Contexts 9. EMI Teacher Cognition: Exploring Lecturers' Experiences Across Europe [Joyce Kling, Slobodanka Dimova, and Alessandra Molino] 10. Collaboration, Identity, and Internationalization: Professional Development for CLIL in Brazil [Kristen Lindahl, Cristina Kroeff Schmitz Gibk, and Tatiana Louise Avila de Campos Rocha] 11. An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey [Mehmet Altay and Dogan Yuksel] 12. Age of Onset, English-Medium Instruction, and Gains in Second Language Grammar Knowledge [Muhammad Asif Qureshi] 13. Using a Design-Thinking Approach for the Delivery of EMI Instruction for Preengineering Students in Palestine [Tamrika Khvtisiashvili and MaryAnn Christison]

MaryAnn Christison is a professor of Linguistics in the Department of Linguistics at the University of Utah, USA. She serves on the TIRF Board of Trustees.JoAnn (Jodi) Crandall is a professor emerita of Education at the University of Maryland, Baltimore County, USA. She serves on the TIRF Board of Trustees.Donna Christian is a senior fellow with the Center for Applied Linguistics in Washington, DC. She serves on the TIRF Board of Trustees.

• Part I: Integrating Language and Content in Primary School Contexts 1. Working Towards a Multilingual Paradigm in Content-Based English Language Teaching: Implications for Teacher Education [Anna Krulatz and MaryAnn Christison] 2. The Bottom Group: How Teacher Expectations, Tracking, and Standards Contribute to EL Underrepresentation in STEM [Beth Clark-Gareca] 3. Are We Missing Part of the Picture? Assessing English Learners in Science From a Multimodal Perspective [Scott E. Grapin] 4. Digital Technologies and Storytelling for CLIL in a Primary School in Italy [Letizia Cinganotto] Part II: Integrating Language and Content in Secondary School Contexts 5. Integrated Language and Content Instruction: Program Models in Secondary Schools [Heather Andrews and JoAnn (Jodi) Crandall] 6. Pooling Semiotic Resources Among Recently Arrived Immigrant Students in a High School Biology Class [Nora W. Lang] 7. Teaching Language and Content in Chilean Vocational Education Training (VET) Schools: Exploring the Perspectives of Industry Professionals and EFL Teachers [Carolina Arias-Contreras] 8. Pre-Service Science Teachers’ Written Feedback Practices Following Preparation for "Sheltered" Instruction [Kathryn Accurso] Part III: Integrating Language and Content in Postsecondary Contexts 9. EMI Teacher Cognition: Exploring Lecturers' Experiences Across Europe [Joyce Kling, Slobodanka Dimova, and Alessandra Molino] 10. Collaboration, Identity, and Internationalization: Professional Development for CLIL in Brazil [Kristen Lindahl, Cristina Kroeff Schmitz Gibk, and Tatiana Louise Avila de Campos Rocha] 11. An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey [Mehmet Altay and Dogan Yuksel] 12. Age of Onset, English-Medium Instruction, and Gains in Second Language Grammar Knowledge [Muhammad Asif Qureshi] 13. Using a Design-Thinking Approach for the Delivery of EMI Instruction for Preengineering Students in Palestine [Tamrika Khvtisiashvili and MaryAnn Christison]

MaryAnn Christison is a professor of Linguistics in the Department of Linguistics at the University of Utah, USA. She serves on the TIRF Board of Trustees.JoAnn (Jodi) Crandall is a professor emerita of Education at the University of Maryland, Baltimore County, USA. She serves on the TIRF Board of Trustees.Donna Christian is a senior fellow with the Center for Applied Linguistics in Washington, DC. She serves on the TIRF Board of Trustees.

• Part I: Integrating Language and Content in Primary School Contexts 1. Working Towards a Multilingual Paradigm in Content-Based English Language Teaching: Implications for Teacher Education [Anna Krulatz and MaryAnn Christison] 2. The Bottom Group: How Teacher Expectations, Tracking, and Standards Contribute to EL Underrepresentation in STEM [Beth Clark-Gareca] 3. Are We Missing Part of the Picture? Assessing English Learners in Science From a Multimodal Perspective [Scott E. Grapin] 4. Digital Technologies and Storytelling for CLIL in a Primary School in Italy [Letizia Cinganotto] Part II: Integrating Language and Content in Secondary School Contexts 5. Integrated Language and Content Instruction: Program Models in Secondary Schools [Heather Andrews and JoAnn (Jodi) Crandall] 6. Pooling Semiotic Resources Among Recently Arrived Immigrant Students in a High School Biology Class [Nora W. Lang] 7. Teaching Language and Content in Chilean Vocational Education Training (VET) Schools: Exploring the Perspectives of Industry Professionals and EFL Teachers [Carolina Arias-Contreras] 8. Pre-Service Science Teachers’ Written Feedback Practices Following Preparation for "Sheltered" Instruction [Kathryn Accurso] Part III: Integrating Language and Content in Postsecondary Contexts 9. EMI Teacher Cognition: Exploring Lecturers' Experiences Across Europe [Joyce Kling, Slobodanka Dimova, and Alessandra Molino] 10. Collaboration, Identity, and Internationalization: Professional Development for CLIL in Brazil [Kristen Lindahl, Cristina Kroeff Schmitz Gibk, and Tatiana Louise Avila de Campos Rocha] 11. An Investigation of Language-Related Challenges in Full and Multilingual English-Medium Instruction Models in Turkey [Mehmet Altay and Dogan Yuksel] 12. Age of Onset, English-Medium Instruction, and Gains in Second Language Grammar Knowledge [Muhammad Asif Qureshi] 13. Using a Design-Thinking Approach for the Delivery of EMI Instruction for Preengineering Students in Palestine [Tamrika Khvtisiashvili and MaryAnn Christison]