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A Portrait of Academic Literacy in Mid-Adolescence: A Computational Longitudinal Account of Cognitive Academic Language Proficiency during Secondary School
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Granados, Adrián; Lorenzo-Espejo, Antonio; Lorenzo, Francisco – Language and Education, 2023
This study describes academic literacy development during mid-adolescence, when learners need to adjust to the demands of academic discourse as a gateway to linguistic adulthood. Unlike most research to date, which is cross-sectional and detached from disciplinary content, this study provides a two-year longitudinal description of academic…
Descriptors: Academic Language, Literacy Education, Longitudinal Studies, History Instruction
Evidence for the Interdependence Hypothesis: A Longitudinal Study of Biliteracy Development in a CLIL/Bilingual Setting
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Granados, Adrián; Lorenzo-Espejo, Antonio; Lorenzo, Francisco – International Journal of Bilingual Education and Bilingualism, 2022
However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of…
Descriptors: Bilingualism, Literacy, Second Language Learning, Second Language Instruction