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	title        = {The Development of Swedish Receptive Vocabulary in CLIL: A Multilingual Perspective},
	abstract     = {The fact that parallel English and Swedish data were collected on
two consecutive occasions in the CLISS project offers a unique opportunity
to compare the effects of CLIL in terms of English as well as
Swedish language development on a longitudinal basis. A substantial
proportion of the students taking part in the CLISS project were second
language (L2) speakers of Swedish, which from a multilingual perspective
makes such comparisons even more interesting. This chapter concerns
vocabulary development with a special focus on L2 Swedish
students in CLIL. Before turning to the field of L2 vocabulary development
and the actual study, we will give a brief background of English in
multilingual Sweden, the recently adopted Swedish Language Act, and
multilingual students in CLIL.},
	booktitle    = {Investigating content and language integrated learning : insights from Swedish high schools},
	editor       = {Liss Kerstin Sylvén.},
	author       = {Johansson, Sofie and Lindberg, Inger},
	year         = {2019},
	publisher    = {Multilingual Matters},
	address      = {Bristol. UK},
	ISBN         = {978-1-78892-240-1},
	pages        = {236--258},