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Showing 31 to 45 of 161 results Save | Export
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Palacios-Hidalgo, Francisco Javier; Gómez-Parra, María Elena; Huertas-Abril, Cristina A.; Espejo-Mohedano, Roberto – Language and Education, 2022
As in other countries, bilingual/multilingual education has become widespread in Spain. However, research either focuses on Spanish programs' implementation, students' performance or teacher training, but not on their contribution to graduates' self-perceived linguistic success (understood as a combination of intercultural competence,…
Descriptors: Bilingual Education, Spanish, Second Language Learning, Second Language Instruction
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Pavón Vázquez, Víctor; Ramos Ordóñez, María del Carmen – International Journal of Bilingual Education and Bilingualism, 2019
The presence of the L1 in classes where English is taught as a Foreign Language (EFL) has always provoked debate. As a result, the role of the L1 remains a matter of discussion in the bilingual education classroom. Moreover, the presence of both the L1 and a foreign language can be controversial in programmes where both the L1 and the foreign…
Descriptors: Language of Instruction, English (Second Language), Bilingual Education, Teaching Methods
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Cenoz, Jasone; Gorter, Durk – Journal of Multilingual and Multicultural Development, 2017
Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This policy is aimed at the protection of minority languages and has sought to avoid cross-linguistic influence and codeswitching. However, these ideas have…
Descriptors: Language Minorities, Code Switching (Language), Languages, Multilingualism
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Alcaraz-Mármol, Germa – Latin American Journal of Content and Language Integrated Learning, 2018
Since the early 2000s, there seems to be a growing interest in bilingual education in Spain. The need for teachers with certain accreditation in foreign language proficiency has been growing in the last decade. Yet, the methodological basis to integrate content and language in the classroom does not seem to be a compulsory requirement. The…
Descriptors: Foreign Countries, Bilingual Education, Elementary School Teachers, Language Usage
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Hernandez-Nanclares, Nuria; Jimenez-Munoz, Antonio – International Journal of Bilingual Education and Bilingualism, 2017
This paper contributes towards a framework for analysing the effect of teaching Economics through a foreign language, in order to discover best practices that foster key content and language skills for Higher Education institutions following language bilingual programmes. The first part of the paper deals with the benefits and problems of…
Descriptors: Foreign Countries, English (Second Language), Language of Instruction, Bilingual Education
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Bermingham, Nicola – Language, Culture and Curriculum, 2021
Multilingualism in European classrooms is the norm, not exception, and while the management of linguistic diversity is increasingly at the fore of language policy debates, policy engagement with the multilingual realities of schools continues to be inadequate, and the linguistic habitus of present-day education systems remains largely monolingual…
Descriptors: Multilingualism, Teacher Attitudes, Faculty Mobility, Language Planning
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Ianos, Maria Adelina; Caballé, Ester; Petreñas, Cristina; Huguet, Ángel – Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 2019
This article presents a mixed method analysis of the language attitudes held by secondary education students of Romanian origin, which are members of the second largest immigrant population living currently in Catalonia. The relevance of this data is based on the cardinal role played by attitudes in the success of any educational or linguistic…
Descriptors: Foreign Countries, Language Attitudes, Immigrants, Secondary School Students
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Breeze, Ruth; Roothooft, Hanne – Language Awareness, 2021
English medium instruction (EMI) is widespread in European universities. In most such contexts, students and teachers are able to communicate in at least one other language, generally the shared L1. Recent studies in English-speaking countries and postcolonial settings have suggested that attitudes towards L1 use in EMI are changing, and that…
Descriptors: College Faculty, Teacher Attitudes, Native Language, Empathy
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Rumlich, Dominik – Language Learning Journal, 2020
The main aim of this article is to evaluate the outcomes presented in the previous articles in relation to similar projects and studies conducted in monolingual contexts in other parts of Europe as well as Latin America, where bilingual education and CLIL are increasingly being embraced in the official curricula. The effects of CLIL on L1, L2 and…
Descriptors: Monolingualism, Bilingual Education, Course Content, Language of Instruction
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Durán-Martínez, R.; Beltrán-Llavador, Fernando; Martínez-Abad, Fernando – European Journal of Teacher Education, 2022
Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data…
Descriptors: Bilingual Education, Programs, Foreign Countries, Educational Improvement
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Bárcena-Toyos, Patricia – International Multilingual Research Journal, 2023
This case study examines the use of the Sheltered Instruction Observation Protocol (SIOP®) Model as a framework in the design of an in-service training to answer CLIL teachers' methodological needs to integrate content and language. The study also analyzes teachers' receptiveness of the use of SIOP in a CLIL bilingual program to facilitate the…
Descriptors: Content and Language Integrated Learning, Classroom Observation Techniques, Case Studies, Teacher Attitudes
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Luque Agulló, Gloria – International Journal of English Studies, 2020
This study attempts to reveal whether there is unintentional reverse transfer L2[right arrow]L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language ("direct transfer"), or from the…
Descriptors: Transfer of Training, English (Second Language), Second Language Learning, Native Language
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Durán-Martínez, Ramiro; Beltrán-Llavador, Fernando – International Journal of Bilingual Education and Bilingualism, 2020
Bilingual education today pervades the microcosm of primary school settings across Europe, and has deserved the attention of policy makers and researchers. This paper aims at reporting on the perceptions of Spanish in-service primary teachers on four key areas of bilingual programs, namely, training priorities, teaching resources, school…
Descriptors: Teacher Attitudes, Bilingual Education, Program Effectiveness, Foreign Countries
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Navarro-Pablo, Macarena; López-Gándara, Yiyi; García-Jiménez, Eduardo – Comunicar: Media Education Research Journal, 2019
Research on the integration of digital resources and materials in CLIL contexts is still scant. This article presents the results of a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the intergration of digital resources…
Descriptors: Educational Technology, Technology Uses in Education, Bilingual Education, Foreign Countries
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Barrios, Elvira; Acosta-Manzano, Irene – Journal of Multilingual and Multicultural Development, 2022
This study investigated primary students' perceptions of Content and Language Integrated Learning (CLIL) Natural Science and Social Sciences and variations in perceptions by individual and social factors. The sample comprised 524 Spanish-speaking students aged 9-13 years from bilingual Spanish-English schools in Andalusia (Spain). The study…
Descriptors: Elementary School Students, Difficulty Level, Second Language Learning, Second Language Instruction
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