“…However, there were a few papers that reported research that attempted to combine ESLs development of academic literacy with specific disciplinary literacy. The former group looked at systematic or planned code switching or the use of multiple modes of language development such as writing, reading or talking and listening skills in order to facilitate access to science in the English language (Rutherford & Nkopodi, 1990;Clerghorn & Rollnick, 2002;Inglis, Kirkwood, Downs, & Parkinson, 2007;Webb, 2009;Mayaba, Otterup & Webb, 2013;Linder, Airey, Mayaba & Webb, 2014). The latter group of studies includes those that borrow theoretically and/or methodologically from research in language education to inform ESLs development of scientific literacy and those that advocate the use of international models like CLIL, the Content and Language Integrated Learning model.…”