This study investigates 4 secondary school Turkish EFL teachers’ perceptions of their experiences in a new Soft-Content and Language Integrated Learning (CLIL) context and explores whether these experiences led to the (re)construction of their identities. The data was collected through a focus group interview, netnography, and stimulated recalls and analyzed on the basis of inductive content analysis. According to the findings, role conflicts caused by lack of pedagogical knowledge on how to integrate content and language impeded a construction of an encompassing CLIL teacher identity. Therefore, ultimately, identity (re)construction was based on either content or language teacher identities. Adopting an interpretive paradigm, our study highlights the importance of investigating new CLIL teachers’ perceptions of their experiences in understanding their identity (re)constructions. It could thus offer implications for similar contexts, particularly by showing the importance of gathering teachers’ perceptions of experiences for CLIL teacher development.
{"title":"(Re)construction of teacher identities in a soft-CLIL context","authors":"Erhan Gülşen, Kenan Dikilitaş","doi":"10.1075/jicb.20038.gul","DOIUrl":"https://doi.org/10.1075/jicb.20038.gul","url":null,"abstract":"\u0000This study investigates 4 secondary school Turkish EFL teachers’ perceptions of their experiences in a new Soft-Content and Language Integrated Learning (CLIL) context and explores whether these experiences led to the (re)construction of their identities. The data was collected through a focus group interview, netnography, and stimulated recalls and analyzed on the basis of inductive content analysis. According to the findings, role conflicts caused by lack of pedagogical knowledge on how to integrate content and language impeded a construction of an encompassing CLIL teacher identity. Therefore, ultimately, identity (re)construction was based on either content or language teacher identities. Adopting an interpretive paradigm, our study highlights the importance of investigating new CLIL teachers’ perceptions of their experiences in understanding their identity (re)constructions. It could thus offer implications for similar contexts, particularly by showing the importance of gathering teachers’ perceptions of experiences for CLIL teacher development.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"29 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81710428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the increasing interest in CLIL in Greece over the past decade, Greek CLIL research is largely absent from international review studies. This systematic review focuses on primary and secondary education, and examines peer-reviewed empirical research on CLIL implementation in Greece from 2006 to 2020. A total of 33 items are reviewed using qualitative Content Analysis. Organized according to commonalities shared by their foci, the reviewed items highlight three main research areas of CLIL implementation in Greece: (1) CLIL project evaluation, (2) CLIL students’ development, and (3) CLIL teachers. The reviewed studies suggest that CLIL implementation in Greece tends to be quantitatively examined, context specific, and very small in scale. The reviewed studies are largely outcome oriented and concerned with issues of efficacy. Contrary to project evaluation and learning outcomes, CLIL teachers in Greece have received significantly less attention from empirical research.
{"title":"CLIL Implementation in Greece","authors":"Sotiria Varis","doi":"10.1075/jicb.21011.var","DOIUrl":"https://doi.org/10.1075/jicb.21011.var","url":null,"abstract":"\u0000 Despite the increasing interest in CLIL in Greece over the past decade, Greek CLIL research is largely absent from\u0000 international review studies. This systematic review focuses on primary and secondary education, and examines peer-reviewed\u0000 empirical research on CLIL implementation in Greece from 2006 to 2020. A total of 33 items are reviewed using qualitative Content\u0000 Analysis. Organized according to commonalities shared by their foci, the reviewed items highlight three main research areas of\u0000 CLIL implementation in Greece: (1) CLIL project evaluation, (2) CLIL students’ development, and (3) CLIL teachers. The reviewed\u0000 studies suggest that CLIL implementation in Greece tends to be quantitatively examined, context specific, and very small in scale.\u0000 The reviewed studies are largely outcome oriented and concerned with issues of efficacy. Contrary to project evaluation and\u0000 learning outcomes, CLIL teachers in Greece have received significantly less attention from empirical research.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"2 2","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72373313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As CLIL is developing into an established discipline, it is timely to deepen the theorizing of integration of content and language, particularly in CLIL assessment. To illustrate the challenges, a representative example of a high-stakes CLIL biology assessment task in Hong Kong will first be presented. An Integrative Model for CLIL will then be proposed and applied to illuminate the demands of the assessment task and diagnose a sample student performance. The Integrative Model is developed by integrating genre and register theory (Martin & Rose, 2008), Cognitive Discourse Functions (Dalton-Puffer, 2013), thematic patterns theory (Lemke, 1990), Concept-and-Language-Mapping (CLM) Approach (He & Lin, 2019) and translanguaging/trans-semiotizing theories (Garcia & Li, 2014; Lin, 2019). To further illustrate the utility of the Model, a range of possible assessment-for-learning (Black et al., 2003) CLIL task examples designed by the authors will be presented. The article will conclude with implications for CLIL pedagogy and assessment.
{"title":"Thematic patterns, Cognitive Discourse Functions, and genres","authors":"Y. Wu, Angel M. Y. Lin","doi":"10.1075/jicb.21024.wu","DOIUrl":"https://doi.org/10.1075/jicb.21024.wu","url":null,"abstract":"\u0000As CLIL is developing into an established discipline, it is timely to deepen the theorizing of integration of content and language, particularly in CLIL assessment. To illustrate the challenges, a representative example of a high-stakes CLIL biology assessment task in Hong Kong will first be presented. An Integrative Model for CLIL will then be proposed and applied to illuminate the demands of the assessment task and diagnose a sample student performance. The Integrative Model is developed by integrating genre and register theory (Martin & Rose, 2008), Cognitive Discourse Functions (Dalton-Puffer, 2013), thematic patterns theory (Lemke, 1990), Concept-and-Language-Mapping (CLM) Approach (He & Lin, 2019) and translanguaging/trans-semiotizing theories (Garcia & Li, 2014; Lin, 2019). To further illustrate the utility of the Model, a range of possible assessment-for-learning (Black et al., 2003) CLIL task examples designed by the authors will be presented. The article will conclude with implications for CLIL pedagogy and assessment.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"78 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73917787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Content and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.
{"title":"From EFL teacher to CLIL teacher in Estonia","authors":"Nina Raud, Olga Orehhova","doi":"10.1075/jicb.21009.rau","DOIUrl":"https://doi.org/10.1075/jicb.21009.rau","url":null,"abstract":"Content and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to\u0000 enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified\u0000 CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of\u0000 designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in\u0000 Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology\u0000 (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community\u0000 of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL\u0000 methodology can be applied by teacher educators in other educational contexts and countries.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"25 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86931236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This afterword to the 10th anniversary special issue of the Journal of Immersion and Content-Based Language Education provides a retrospective account of the origins of the journal and the research published in it over the past decade. It also considers future directions in the field in light of the articles showcased in the special issue. The paper begins with a summary of past articles according to program type represented, topic areas, geographic contexts represented, and type of article (i.e., qualitative, quantitative, mixed methods study, or literature review/theoretical discussion). It provides a similar inventory of the special issue articles. The remainder of the afterword discusses four prominent themes that are reflected in the special issue papers. They address the need for (1) continued focus on content and language integration; (2) teacher education and professional development; (3) equity, access, inclusion, and differentiation; and (4) student language use beyond the classroom and school.
{"title":"Looking back and looking forward","authors":"D. J. Tedick","doi":"10.1075/jicb.22011.ted","DOIUrl":"https://doi.org/10.1075/jicb.22011.ted","url":null,"abstract":"\u0000This afterword to the 10th anniversary special issue of the Journal of Immersion and Content-Based Language Education provides a retrospective account of the origins of the journal and the research published in it over the past decade. It also considers future directions in the field in light of the articles showcased in the special issue. The paper begins with a summary of past articles according to program type represented, topic areas, geographic contexts represented, and type of article (i.e., qualitative, quantitative, mixed methods study, or literature review/theoretical discussion). It provides a similar inventory of the special issue articles. The remainder of the afterword discusses four prominent themes that are reflected in the special issue papers. They address the need for (1) continued focus on content and language integration; (2) teacher education and professional development; (3) equity, access, inclusion, and differentiation; and (4) student language use beyond the classroom and school.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"22 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78488593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W. Wilson, Ryan DeCaire, Brooke Niiyogaabawiikwe Gonzalez, T. Mccarty
Indigenous language content-based instruction in the United States and Canada is primarily known as Indigenous language medium or Indigenous language immersion (ILI) education. In spite of huge barriers, it has grown over the past decade. Programs have emerged from concerns about language loss and a desire for language revitalization. Language revitalization takes several generations since it seeks an outcome where the Indigenous language is primary with high, but secondary, proficiency in the nationally dominant language. To establish a trajectory to reach such an outcome, the majority of schooling until high school graduation should be through the Indigenous language. Indigenous language medium schooling also seeks to produce sufficient mastery of academics and English for access to English medium higher education. Where a sufficiently strong model has been implemented, as in Hawaiʻi, those results are beginning to be produced. At present, the models being implemented elsewhere in the two countries are at varying stages of development, with minimal government support.
{"title":"Progress, Challenges, and Trajectories for Indigenous Language Content-Based Instruction in the United States and\u0000 Canada","authors":"W. Wilson, Ryan DeCaire, Brooke Niiyogaabawiikwe Gonzalez, T. Mccarty","doi":"10.1075/jicb.21023.wil","DOIUrl":"https://doi.org/10.1075/jicb.21023.wil","url":null,"abstract":"\u0000 Indigenous language content-based instruction in the United States and Canada is primarily known as Indigenous\u0000 language medium or Indigenous language immersion (ILI) education. In spite of huge barriers, it has grown over the past decade.\u0000 Programs have emerged from concerns about language loss and a desire for language revitalization. Language revitalization takes\u0000 several generations since it seeks an outcome where the Indigenous language is primary with high, but secondary, proficiency in\u0000 the nationally dominant language. To establish a trajectory to reach such an outcome, the majority of schooling until high school\u0000 graduation should be through the Indigenous language. Indigenous language medium schooling also seeks to produce sufficient\u0000 mastery of academics and English for access to English medium higher education. Where a sufficiently strong model has been\u0000 implemented, as in Hawaiʻi, those results are beginning to be produced. At present, the models being implemented elsewhere in the\u0000 two countries are at varying stages of development, with minimal government support.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83043532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within the broader contexts of language maintenance, revitalisation and use, schools have an important role to play in the early transmission of minority or minoritized languages. Through effective classroom-based practices, teachers can offer rich, continuous linguistic experiences for the young people they teach that can lead to long-term, sustained engagement with language over time. How effective a given approach or practice may be in delivering a linguistic outcome in different contexts depends to a large extent on the skills and competence of the teacher involved (Fitzpatrick et al., 2018, p. 59), and the skills and competence of the teacher are usually rooted in their early experiences as student teachers. Initial teacher education (ITE) programmes are therefore central to the delivery of effective classroom-based practices and fundamental in generating autonomous teachers who can explore critically the different pedagogical approaches as they pertain to minority language contexts. This paper provides a comparative overview of the current issues and challenges facing ITE for primary education in two distinct minority language settings, namely Wales and Ireland. Both settings provide Welsh-medium or Irish-medium immersion education, as well as English-medium education offering Welsh or Irish as statutory subjects up to age 16. Both contexts also offer ITE programmes through the medium of Welsh or Irish, catering specifically for those student teachers wishing to teach in immersion settings. Both contexts face a number of shared challenges in terms of the content, design and delivery of an effective ITE programme for the context. We therefore highlight areas in which resources and methodologies could be shared amongst all those involved in ITE where minority language maintenance is a key component of education.
{"title":"ITE provision in minority language contexts","authors":"E. Thomas, C. Dunne","doi":"10.1075/jicb.21031.tho","DOIUrl":"https://doi.org/10.1075/jicb.21031.tho","url":null,"abstract":"\u0000Within the broader contexts of language maintenance, revitalisation and use, schools have an important role to play in the early transmission of minority or minoritized languages. Through effective classroom-based practices, teachers can offer rich, continuous linguistic experiences for the young people they teach that can lead to long-term, sustained engagement with language over time. How effective a given approach or practice may be in delivering a linguistic outcome in different contexts depends to a large extent on the skills and competence of the teacher involved (Fitzpatrick et al., 2018, p. 59), and the skills and competence of the teacher are usually rooted in their early experiences as student teachers. Initial teacher education (ITE) programmes are therefore central to the delivery of effective classroom-based practices and fundamental in generating autonomous teachers who can explore critically the different pedagogical approaches as they pertain to minority language contexts. This paper provides a comparative overview of the current issues and challenges facing ITE for primary education in two distinct minority language settings, namely Wales and Ireland. Both settings provide Welsh-medium or Irish-medium immersion education, as well as English-medium education offering Welsh or Irish as statutory subjects up to age 16. Both contexts also offer ITE programmes through the medium of Welsh or Irish, catering specifically for those student teachers wishing to teach in immersion settings. Both contexts face a number of shared challenges in terms of the content, design and delivery of an effective ITE programme for the context. We therefore highlight areas in which resources and methodologies could be shared amongst all those involved in ITE where minority language maintenance is a key component of education.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"31 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88234786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Björklund, K. Mård-Miettinen, Sanna-Kaisa Pakarinen
This retrospective review applies a language socialisation perspective in examining the findings of a four-year research project on Swedish immersion in Finland. Findings from nine sub-studies within the project are reported with a point-of-view from three key actors’ (teachers, students, and parents) language socialisation processes. Results show that a special feature of immersion teacher socialisation is its continuous attention toward the additive multilingual nature of immersion education, which requires sustained attention to multilingual language use and development. Students in Swedish immersion are socialised into the use of multiple languages in school and act as socialisation agents also outside school. They bring the immersion language to their homes and influence the family language use. Immersion may thus have a considerable influence on how majority language speakers self-identify as language users. Altogether, the sub-studies demonstrate that the benefits of immersion education extend well beyond learning success of students.
{"title":"A language socialisation perspective on Swedish immersion in Finland","authors":"S. Björklund, K. Mård-Miettinen, Sanna-Kaisa Pakarinen","doi":"10.1075/jicb.21019.bjo","DOIUrl":"https://doi.org/10.1075/jicb.21019.bjo","url":null,"abstract":"\u0000This retrospective review applies a language socialisation perspective in examining the findings of a four-year research project on Swedish immersion in Finland. Findings from nine sub-studies within the project are reported with a point-of-view from three key actors’ (teachers, students, and parents) language socialisation processes. Results show that a special feature of immersion teacher socialisation is its continuous attention toward the additive multilingual nature of immersion education, which requires sustained attention to multilingual language use and development. Students in Swedish immersion are socialised into the use of multiple languages in school and act as socialisation agents also outside school. They bring the immersion language to their homes and influence the family language use. Immersion may thus have a considerable influence on how majority language speakers self-identify as language users. Altogether, the sub-studies demonstrate that the benefits of immersion education extend well beyond learning success of students.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"110 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88067721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports a study carried out in the context of a seminar designed to build teachers’ knowledge of content and language integration for assessment in a bilingual education program in Madrid, Spain. The participants were seven teachers (two primary, five secondary) of English and science (primary), and art, history, Spanish language arts and English (secondary). The teachers were introduced to the concept of cognitive discourse function (CDF) and assessed samples of students’ work expressing the functions define, evaluate, and explore, using comparative judgement. In sharing and justifying their assessments, they articulated the criteria they used to take their decisions. The findings show that participants emphasized content quality over quantity and language form over function. There was also evidence that the concept of CDFs enabled them to express new understandings of the content-language relationship in assessment. The study has implications for building the knowledge base for content and language integrated assessment across CBLE programs.
{"title":"Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language\u0000 integration for assessment in a bilingual education program","authors":"T. Morton","doi":"10.1075/jicb.21017.mor","DOIUrl":"https://doi.org/10.1075/jicb.21017.mor","url":null,"abstract":"\u0000 This paper reports a study carried out in the context of a seminar designed to build teachers’ knowledge of\u0000 content and language integration for assessment in a bilingual education program in Madrid, Spain. The participants were seven\u0000 teachers (two primary, five secondary) of English and science (primary), and art, history, Spanish language arts and English\u0000 (secondary). The teachers were introduced to the concept of cognitive discourse function (CDF) and assessed\u0000 samples of students’ work expressing the functions define, evaluate, and explore, using\u0000 comparative judgement. In sharing and justifying their assessments, they articulated the criteria they used to take their\u0000 decisions. The findings show that participants emphasized content quality over quantity and language form over function. There was\u0000 also evidence that the concept of CDFs enabled them to express new understandings of the content-language relationship in\u0000 assessment. The study has implications for building the knowledge base for content and language integrated assessment across CBLE\u0000 programs.","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"39 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87896813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Bond (2020): Making Language Visible in the University. English for Academic Purposes and Internationalisation","authors":"Noelia Ruiz-Madrid","doi":"10.1075/jicb.22004.rui","DOIUrl":"https://doi.org/10.1075/jicb.22004.rui","url":null,"abstract":"","PeriodicalId":44473,"journal":{"name":"Journal of Immersion and Content-Based Language Education","volume":"40 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88369526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：