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Facultad de Formación de Profesorado y EducaciónFacultad de Formación de Profesorado y Educación

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Líneas de investigación y publicaciones asociadas

   1.c. Educación Bilingüe y Aprendizaje integrado de contenidos y lengua inglesa, francesa y española como L2 (CLIL/EMILE/AICLE)

  • Alonso-Belmonte, I. and Fernández-Agüero, M. (2021). Teachers’ narratives of resistance to Madrid’s bilingual programme: An exploratory study in secondary education. Linguistics and Education. https://doi.org/10.1016/j.linged.2021.100925.
  • Fernández Agüero, M. and Hidalgo McCabe, E. (2020). CLIL students’ affectivity in the transition between education levels: the effect of streaming at the beginning of secondary education. Journal of Language, Identity and Educationhttps://doi.org/10.1080/15348458.2020.1795864.
  • Ramírez-Verdugo, M. Dolores and Gerena, L. (2020). Bilingual Education from Learners’ Perspective. In Gómez-Parra, M.E. and Huertas Abril, C.A. (Eds.) Handbook of Research on Bilingual and Intercultural Education. IGI-GLOBAL Editions, pp. 408-426.
  • Alonso Belmonte, I. y Fernández Agüero, M. (2018): "The C of Cognition in CLIL Teacher Education: some insights from classroom-based research" en Yasemin Kikgöz y Kenan Dikilitas (eds.) Key Issues in English for Specific Purposes in Higher Education. Springer.
  • Núñez Cortés, J. A. (2015). A theoretical framework on second language acquisition. En G. Sánchez Canales y J. A. Núñez Cortés (coords.), CLIL for teachers: From theory to practice, pp. 11-26. Madrid: CEU Ediciones.
  • Gerena, L. y Ramírez Verdugo, M. Dolores. (2015). A Fulbright Research Study: Analyzing Bilingual Education in Madrid, Spain. In Vescan, I. (Ed.), Spanish versus. American Perspectives on Bilingual Education. Benjamin Franklin Library, Vol.: 37/12, 29-36. Alcalá de Henares.
  • Gerena, L. & Ramírez Verdugo, M. D. (2014). Analyzing Bilingual Teaching and Learning in Madrid, Spain: A Fulbright Scholar International Collaborative Research Project. GIST Education and Learning Research Journal, 8, 118-136.
  • Ramírez Verdugo, M. D. (2013). Experiencing a Digital Story in Bilingual Education and CLIL Settings. In M. Alcantud-Díaz & C. Gregori Signes (Eds.), Experiencing Digital Storytelling pp. (90-98). JPM Ediciones.
  • Ramírez Verdugo, M. D. (2012). From Research to Development on Virtual Language, Content and Intercultural Learning across European Schools. In L. Bradley & S. Thouësny (Eds.), CALL: Using, Learning and Knowing (pp. 245-249). University of Gothenburg.
  • Ramírez Verdugo, M. D. & Sotomayor, M. V. (2012). El Valor de una Historia Digital en el Contexto Europeo de Aprendizaje Integrado a Través de la Lengua y el Contenido [The value of a digital story in the European CLIL context]. Digital Education Review Journal, 22, 52-67.
  • Ramírez Verdugo, M. D. (2010). CLIL Varieties across Europe. Guidelines for CLIL Implementation in Primary and Pre-primary Education (pp. 13-20). Nicosia: Cyprus Pedagogical Institute.
  • Ioannou-Georgiou, S. & Ramírez Verdugo, M. D. (2010). Stories as a Tool for Teaching and Learning in CLIL. In P. Pavlou and S. Ioannou-Georgiou (Eds.), Guidelines for CLIL Implementation in Primary and Pre-primary Education (pp. 137-155). Nicosia: Cyprus Pedagogical Institute.
  • Sánchez Canales, G. y Núñez Cortés, J. A. (coords.). CLIL for teachers: From theory to practice. Madrid: CEU Ediciones.
  • Durán Fernández, A. (2008). Modelo de Unidad Didáctica y estrategias de aprendizaje para la enseñanza del inglés a través de contenidos. El Guiniguada, 17, 61-72.

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