David Lasagabaster
Biographic Data
| ID | 141066 |
|---|---|
| NAME | David Lasagabaster |
| GIVEN NAMES | David |
| FAMILY NAME | Lasagabaster |
| SIGNATURE | LASAGABASTER D |
| AFFILIATIONS | University of the Basque Country |
| ORCID | 0000-0001-7750-2314 |
| VERIFIED | Yes |
| TOTAL WORKS | 69 |
| TOTAL CITATIONS | 152 |
| AUTHOR COUNT | 69 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Academic writing motivation of Chinese undergraduates in Gen-AI mediated English contexts
In light of recent calls to investigate Gen-AI’s impact on academic writing motivation, this study introduces an integrated motivational model. It examines the relationships among three key motivational constructs within the model: self-efficacy, future selves, and the perception of the context regarding its effectiveness in fulfilling basic psychological needs. Surveys were administered to 272 undergraduate English majors who attended Gen-AI med…
The Effects of Gen‐AI on Situated and Future‐Driven Academic Writing Motivation
Despite the increasing use of Generative Artificial Intelligence (Gen‐AI) in education, there is still a significant gap in understanding its effects on the situated‐ and future‐driven motivation in academic writing. This longitudinal design‐based research sought to explore variations in academic writing motivation of 110 Chinese university English learners. It focused on two constructs: situated motivation, as conceptualised by self‐determinatio…
An analysis of South African university students’ multilingual mindsets based on a holistic approach to language attitudes
At a time when multilingualism is spreading in many universities the world over, monolingual mindsets still tend to predominate when analyzing language issues. However, there is an increasing agreement in academia at the tertiary level about the need to abandon monolingual ideologies and classroom practices in order to provide adequate cognitive support to multilingual students. Research on language attitudes has traditionally approached language…
Pedagogical translanguaging in secondary EFL
While pedagogical translanguaging (PT) has gained prominence as an approach for bridging learners’ multilingual repertoires and monolingual teaching paradigms, secondary English as a Foreign Language (EFL) contexts remain underexamined, particularly following recent shifts in classroom diversity. This systematic review synthesizes 25 empirical studies of PT in secondary EFL education published between January 2023 and August 2025. Based on Reflex…
What Type of Questions do EMI Students Pose? A Multidisciplinary Exploration
Exploring the emotional dimension of undergraduate students learning through two languages of instruction
The present study explores how language of instruction influences students’ anxiety in higher education in the Basque Autonomous Community (BAC) in Spain. Given the minority status of Basque and the role of English as the main foreign language (FL) in the BAC, this study examined students’ emotional responses to learning in English-medium instruction (EMI) and Basque-medium instruction (BMI) courses. The sample consisted of 216 undergraduate stud…
An analysis of the impact of the L1 on bilinguals' writing competence
The research fields of second language acquisition in general and L2 writing in particular have been dominated by studies in which English is the language under scrutiny. However, many different researchers have claimed that it is high time to consider languages other than English (LOTEs), since multilingualism is the norm rather than the exception all over the world. In particular, minority languages have been largely overlooked in the literatur…
PowerPoint presentations in L1-medium and English-medium lectures
Research on the effectivity of PowerPoint presentations as an adjunct to theoretical and practical content during university lectures has garnered significant yet inconclusive findings. Specifically, how multimodal academic content should be organised to aid communication remains unclear. Legitimation Code Theory (LCT) introduces the concept of ‘semantic waves’ as an effective means to understand cumulative knowledge-building practices by modell…
An examination of the use of spoken interactional metadiscourse markers in EMI lectures from different disciplines
The internationalisation process has encouraged the spread of English-medium instruction (EMI) in universities all over the world. Whereas the purported benefits of EMI are more often than not taken for granted, there are many issues related to what is actually happening in EMI classrooms that still need to be looked into. In this vein, the use of interactional metadiscourse markers when delivering content in the lingua franca and the potential i…
The impact of divergent language policies on teachers’ language attitudes and proficiency in two multilingual education settings
This paper reports on a study on in-service and pre-service teachers’ language attitudes and perceived proficiency in two multilingual education contexts: the Basque Autonomous Community (Spain) and Friuli Venezia Giulia (Italy). The total sample was made up of 1,094 participants (553 pre-service teachers, 541 in-service teachers). Data were collected by means of the same questionnaire used in a study published in 2007, which this research replic…
Native and non-native teachers in a minority language
Objectives: The purpose of this article is to explore students’, parents’, and teachers’ attitudes and opinions towards native and non-native teachers of Basque, to examine whether the widespread ideology native speakerism is present in this minority language. Methodology: Data were gathered from 473 secondary and high-school students, parents, and teachers using questionnaires and focus groups, where education stakeholders were enquired about th…
Students’ Perceived Language Competence and Attitudes Towards Multilingualism at a South African University
South Africa is well-known for the implementation of multilingual language policies at various educational levels which are upheld by its Constitution. Higher education institutions in the country strive to comply with the call to bolster multilingualism, but the number of research studies that have focused on students’ language proficiency and language attitudes is remarkably low. To analyse these issues, the current study relied on a questionna…
Tracing the dynamics of motivational self-constructs across the lifespan
In the context of an ageing and increasingly more independent learning population, a narrative inquiry into the life stories of motivated and still active senior language users remains a promising yet unexplored area. This case study forms part of a PhD research (Darnault, 2023) on the motivational dynamics of lifelong foreign language learning (FLL) individuals. We recorded the retrospective stories of 3 exceptionally motivated French senior lea…
Enclosing native speakerism
The English Language Teaching (ELT) industry has long been ruled by native-speaker norms. Despite the fact that non-native speaking teachers (NNSTs) outnumber native speaking teachers (NSTs), the formers’ linguistic abilities are often perceived as not fully fledged by both students and NNSTs themselves. Many studies have examined the NST vs. NNST debate, from students’ or teachers’ (but rarely from both) points of view. Surprisingly, parents’ st…
Language use and attitudes of prospective teachers
Since educators play a decisive role in the formation of language attitudes, this study analyses perceived competence, habits of language use and attitudes towards three languages in contact harboured by prospective teachers. Our research replicates a 20-year-old study and is comparative, as it parallels two European regions: the Basque Autonomous Community in Spain, and Friuli Venezia Giulia in Italy. The sample was made up of 553 participants. …
Because guess what? I don’t even want to speak English
South Africa immediately springs to mind as the epitome of multilingual language policies. In fact, its Constitution granted official status to 11 languages in 1996, and the Language Policy in Higher Education passed by the Ministry of Education in 2002 required universities to develop and use the indigenous official languages as academic languages, in addition to Afrikaans and English. With this multilingual milieu in mind, this study aimed at g…
English‐Medium Instruction as an Educational System
The implementation of English‐medium instruction (EMI) programs has become one of the main courses of action pursued by universities around the world in their attempt to attain a high ranking in a competitive and globalized academic world. However, the provision of EMI programs has caused strains in many higher education institutions due to two main reasons. First, because the overwhelming predominance of English is seen as a risk to the presence…
An Analysis of the Type of Questions Posed by Teachers in English-Medium Instruction at University Level
Teacher-led questions not only guide meaning-making interactions but they also scaffold students’ learning, and this is especially important in English-medium instruction (EMI). Due to the scant literature on this topic in higher education, this article analyses what type of questions EMI history lecturers pose and whether they are subject to individual differences. The study is based on 12 two-hour lectures whose transcriptions were analysed by …
What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective
This contribution focuses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of the Autonomous Region Friuli Venezia Giulia in Ita…
What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community
Attitudes are learned and one’s personal experience and social environment play a role in shaping them. Teachers in particular exert a significant impact on the formation of students’ language attitudes. This study targets prospective teachers. It is a replication of a survey whose data collection took place 18 years ago in the Basque Autonomous Community. It explores future teachers’ perceived competence, habits of language use and attitudes tow…
The native/non-native teacher debate
Research on language acquisition has long examined the native/non-native English-speaking teacher (NEST/NNEST) debate, particularly in relation to how teachers are perceived. Despite this body of research, the point of view of the parents has been disregarded, as well as the analysis of crucial variables such as students attending extracurricular English classes. The purpose of this study is to examine the effect of different variables on student…
Teacher questions
In this article we present a comparative study in which we analyzed teacher questions in two different languages of instruction, namely, English‐medium instruction (EMI) and Basque‐medium instruction (BMI) classes at university. For this purpose, we videotaped and analyzed two teachers who delivered 29 lessons forming a corpus of 39 h of recording. The tool used for classroom observations and for the analysis was the Communicative Orientation of …
Translanguaging in Basque and English
Translanguaging has become a very relevant and controversial issue, especially in those contexts where the language teaching tradition encourages the exclusion of the L1 from the L2/FL classroom. Whereas previous research in the Basque Country has mainly focused on the implementation of translanguaging pedagogies, in this study we carried out a contrastive analysis of translanguaging practices in English Medium Instruction (EMI) and Basque Medium…
Classroom interaction in English-medium instruction
English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, howe…
Looking into English-medium instruction teachers’ metadiscourse
Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by…
The relationship between motivation, gender, L1 and possible selves in English-medium instruction
English-medium instruction (EMI) is considered to be one of the main instruments to internationalize universities all over the world. Due to its recent implementation, research on linguistic outcomes is on the increase, whereas non-linguistic outcomes have been neglected. In fact, research on motivation in traditional English as a foreign language contexts is abundant but it is remarkably scant in EMI settings, that is, studies focused on motivat…
Fostering team teaching
Although English-medium instruction (EMI) courses are burgeoning at university level on a global scale, there is a scarcity of pedagogical guidelines about how to implement effective courses, while most higher education institutions rarely offer courses aimed at helping EMI teachers tackle this new teaching context. An additional concern has to do with the fact that content EMI lecturers tend to avoid language aspects, a weakness that could be ov…
Globalisation, internationalisation, multilingualism and linguistic strains in higher education
One effect of the Bologna Declaration is that teaching staff and students are becoming more mobile, increasing linguistic diversity in the European Higher Education Area. This multilingual internationalisation is especially noticeable in bilingual universities such as the University of the Basque Country in Spain, where English-medium instruction is becoming more popular. In order to understand higher education multilingual contexts, it is essent…
Internationalisation, multilingualism and English-medium instruction
In the new European higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities.…
Translanguaging
As a response to the trend of using school languages separately, this article puts forward a pedagogical strategy labelled translanguaging which fosters the dynamic and integrative use of bilingual students' languages in order to create a space in which the incorporation of both languages is seen as natural and teachers accept it as a legitimate pedagogical practice. Thus, translanguaging becomes the process through which bilingual students creat…
Teachers’ and Students’ Second Language Motivational Self System in English‐Medium Instruction
In this article the researchers analyze university students and teachers working in English‐medium instruction ( EMI ) settings in terms of the second language (L2) motivational self system (L2 MSS ) (Dörnyei, , ) from a qualitative perspective through the use of focus groups. This qualitative approach yields personal and group information about the participants’ perceptions and opinions on L2 MSS in EMI in a Spanish university setting. The resea…
Classroom interaction in English-medium instruction
English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, howe…
Attitudes Towards Basque, Spanish and English
The enlargement of the European Union (EU) has strengthened the position of English, a situation which has led some voices to warn against the hegemony of this language. Yet, very few studies have been undertaken in contexts where English is added to the presence of both a minority and a majority language. This is the case of the Basque Autonomous Community (BAC) in Spain, a bilingual community where English is undoubtedly the main foreign langua…
Enclosing native speakerism
The English Language Teaching (ELT) industry has long been ruled by native-speaker norms. Despite the fact that non-native speaking teachers (NNSTs) outnumber native speaking teachers (NSTs), the formers’ linguistic abilities are often perceived as not fully fledged by both students and NNSTs themselves. Many studies have examined the NST vs. NNST debate, from students’ or teachers’ (but rarely from both) points of view. Surprisingly, parents’ st…
Looking into English-medium instruction teachers’ metadiscourse
Metadiscourse plays a key role in teachers’ attempts to ease and maximize knowledge transmission. This role is particularly important in the context of English-medium instruction (EMI), where teachers face the challenge of transmitting knowledge to students via a foreign language in an accessible way and students tend to find their lectures difficult to understand. The present study addresses the use of spoken interactive metadiscourse markers by…
Bilingualism, Immersion Programmes and Language Learning in the Basque Country
The aim of this paper is to provide information concerning the educational system in the Basque Country, as the literature currently available in foreign languages regarding this subject is scant. The Basque language coexists with Spanish in the Basque Autonomous Community (BAC), the former being the majority language and the latter the minority one. This paper gives a brief insight into the Basque Country and the Basque language (number of speak…
Language friction and multilingual policies in higher education
The learning of prestigious international languages becomes a process fraught with tensions in multilingual settings. The process of internationalisation in many universities has led to the spread of English-medium instruction (EMI), which tends to raise linguistic debates particularly in the case of bilingual institutions. However, and despite a few exceptions, there is scant research into the effect of EMI on the different bodies that make up t…
Bearing Multilingual Parameters in Mind when Designing a Questionnaire on Attitudes
Although the presence of three (or even more) languages in the curriculum is an expanding phenomenon in Europe, brought about by the concurrence of regionalisation and internationalisation, the number of research studies tackling the analysis of attitudes towards multilingualism is very limited. By examining the attitudes towards Basque, Spanish and English held by Basque university students, this study strives to help correct this deficiency. It…
English medium instruction
In virtually every research paper on this topic we come across we read that, in the particular context that the writer is operating, English as a medium of instruction (EMI) is on the increase. But what exactly is EMI? If we consider every classroom around the world in which learners are exposed to English language as their second language (L2) we are faced with a huge variety: English as a foreign language (EFL); Immersion, English for academic …
The effect of content and language integrated learning programmes' intensity on English proficiency
Content and language integrated learning (CLIL) is becoming a very popular approach in Europe and many other parts of the world. However, due to the novelty of its implementation the number of longitudinal studies is scant. With this in mind, the overall aim of this study was to examine the effect of CLIL sessions and their intensity on the learning of English as a foreign language. Two test rounds were conducted in a longitudinal study spanning …
Basque Diaspora in the USA and Language Maintenance
The Basques first immigrated on a large scale to the USA during the Gold Rush of 1848. After immigrating to the USA, they settled in pockets throughout the West, especially in California, Nevada and Idaho, and it is currently estimated that more than 35,000 Basque–Americans live in these three states. This represents one of the largest concentrations of Basques outside the Basque Country. Although Basque identity and culture have been preserved t…
Teacher questions
In this article we present a comparative study in which we analyzed teacher questions in two different languages of instruction, namely, English‐medium instruction (EMI) and Basque‐medium instruction (BMI) classes at university. For this purpose, we videotaped and analyzed two teachers who delivered 29 lessons forming a corpus of 39 h of recording. The tool used for classroom observations and for the analysis was the Communicative Orientation of …
Code-switching in a CLIL multilingual setting
Since the end of the 1990s, an exponential growth and massive uptake of CLIL (Content and Language Integrated Learning) in the European educational systems have been taking place. Research has mainly focused on 1) the effects of CLIL on foreign language learning as well as on attitudes and motivations towards language learning; and 2) to a lesser extent its impact on multiple language learning and content learning. Nonetheless, the number of stud…
Attitudes Towards English in the Basque Autonomous Community
The learning of more than two languages in the school context is becoming very common-place all over Europe, especially in the many places where a minority language is spoken. The situation of the Basque educational system is a very good case in point, as, apart from Basque and Spanish, English is also learnt at school. This study examines the attitudes of 1,097 university students towards the aforementioned three languages, using Baker's (1992) …
Translanguaging in Basque and English
Translanguaging has become a very relevant and controversial issue, especially in those contexts where the language teaching tradition encourages the exclusion of the L1 from the L2/FL classroom. Whereas previous research in the Basque Country has mainly focused on the implementation of translanguaging pedagogies, in this study we carried out a contrastive analysis of translanguaging practices in English Medium Instruction (EMI) and Basque Medium…
Teaching staff’s views about the internationalisation of higher education
The process of internationalisation of higher education can be seen as \nfluctuating between two main discourses: economic competition and academic \ninternationalisation (Bolsman & Miller 2008). Within the former type of discourse, \ninternationalisation is constructed as a means to generate income, in \ncompetition with other institutions, through the provision of research and \nteaching services of a high quality to as many ‘clients’ as possib…
Inmigración y aprendizaje de lenguas en Canadá
Este artículo pretende comparar el tratamiento que las lenguas de la población inmigrante reciben en dos contextos educativos tan diferentes como el español y el canadiense. La presencia de alumnado inmigrado en nuestras aulas es un tema de suma actualidad, ya que su número está aumentado considerablemente durante las últimos años. Sin embargo, son muchos los docentes que consideran que esta cuestión no está recibiendo la atención que merece y qu…
Language use and attitudes of prospective teachers
Since educators play a decisive role in the formation of language attitudes, this study analyses perceived competence, habits of language use and attitudes towards three languages in contact harboured by prospective teachers. Our research replicates a 20-year-old study and is comparative, as it parallels two European regions: the Basque Autonomous Community in Spain, and Friuli Venezia Giulia in Italy. The sample was made up of 553 participants. …
Learning English as an L3
Preview this article: Learning English as an L3, Page 1 of 1 /docserver/preview/fulltext/itl.121-122.05las-1.gif
The Threshold Hypothesis Applied to Three Languages in Contact at School
This study was designed to investigate whether the threshold level hypothesis (Cummins, 1976, 1979) could be applied to a three-language-in-contact school situation. The learning of three languages at school is becoming more and more commonplace throughout the world, some cases in Europe being reviewed. One of these three-language-in-contactschoolsituations is that of the Basque Country, a bilingual Community wherein both Basque and Spanish are o…
Literary awareness in the foreign language classroom
As a result of the widespread implementation of the communicative method in the early 80s, using literature in foreign language classes at school was generally shyed away from. However, in the last decade some secondary school teachers have once again fallen back on literature in the belief that it may be a very useful tool in improving their students' command of the foreign language. After explaining the rationale behind why the use of literary …
Die kognitiven Auswirkungen der Zweisprachigkeit
Preview this article: Die kognitiven Auswirkungen der Zweisprachigkeit, Page 1 of 1 /docserver/preview/fulltext/itl.129-130.03hub-1.gif
El papel de la literatura en la clase de lengua extranjera
Es un hecho fácilmente constatable que los textos literarios apenas son considerados en la clase de lengua extranjera en los niveles preuniversitarios, y que cuando se utilizan, habitualmente se viene trabajando solamente la comprensión lectora. Al efecto negativo de la enseñanza comunicativa en el uso de la literatura en la clase de lengua extranjera, se podría añadir asimismo otra serie de factores, entre los que destaca la excesiva dicotomía e…
The Effect of Knowledge About the L1 on Foreign Language Skills and Grammar
Cummins ́s (1978, 1979) Developmental Interdependence hypothesis states that a learner's competence in a second language is partly dependent on the level of competence already achieved in the first language. Likewise, this author's Common Underlying Proficiency model of bilingualism (Cummins, 1980) suggests that a bilingual or multilingual person's thoughts that accompany reading, writing, talking and listening stem from a common underlying profi…
Bilingualism, Immersion Programmes and Language Learning in the Basque Country
The aim of this paper is to provide information concerning the educational system in the Basque Country, as the literature currently available in foreign languages regarding this subject is scant. The Basque language coexists with Spanish in the Basque Autonomous Community (BAC), the former being the majority language and the latter the minority one. This paper gives a brief insight into the Basque Country and the Basque language (number of speak…
University Students' Perceptions of Native and Non-native Speaker Teachers of English
A small number of studies have addressed the debate comparing native speaker teachers (NSTs) and non-native speaker teachers (NNSTs). However, they have tended to focus on teachers' rather than students' opinions. Seventy-six undergraduates completed questionnaires seeking their views about NSTs and NNSTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilisation, attitudes and …
Attitudes Towards English in the Basque Autonomous Community
The learning of more than two languages in the school context is becoming very common-place all over Europe, especially in the many places where a minority language is spoken. The situation of the Basque educational system is a very good case in point, as, apart from Basque and Spanish, English is also learnt at school. This study examines the attitudes of 1,097 university students towards the aforementioned three languages, using Baker's (1992) …
The effect of the early teaching of English on writing proficiency
The new political space shaped by the European Union has boosted the learning of foreign languages, however, the English language has acquired a higher profile than any other foreign language. The learning of English as the main foreign language in Spanish schools is overwhelming and since 1993, when the Educational Reform was passed, its learning has been established from the age of eight onwards. Thus, in the Spanish bilingual communities such …
Inmigración y aprendizaje de lenguas en Canadá
Este artículo pretende comparar el tratamiento que las lenguas de la población inmigrante reciben en dos contextos educativos tan diferentes como el español y el canadiense. La presencia de alumnado inmigrado en nuestras aulas es un tema de suma actualidad, ya que su número está aumentado considerablemente durante las últimos años. Sin embargo, son muchos los docentes que consideran que esta cuestión no está recibiendo la atención que merece y qu…
The Nativeness Factor
A small number of studies have been pubished which examine the native speaker teacher (NST) versus non-native speaker teacher (NNST) debate. However, almost all of them are concerned with teachers’ opinions, whereas this paper considers the question from the point of view of the student, a perspective largely ignored so far. The data for this study were compiled from the completed questionnaires of 76 undergraduate university students who agreed …
Bearing Multilingual Parameters in Mind when Designing a Questionnaire on Attitudes
Although the presence of three (or even more) languages in the curriculum is an expanding phenomenon in Europe, brought about by the concurrence of regionalisation and internationalisation, the number of research studies tackling the analysis of attitudes towards multilingualism is very limited. By examining the attitudes towards Basque, Spanish and English held by Basque university students, this study strives to help correct this deficiency. It…
Attitudes Towards Basque, Spanish and English
The enlargement of the European Union (EU) has strengthened the position of English, a situation which has led some voices to warn against the hegemony of this language. Yet, very few studies have been undertaken in contexts where English is added to the presence of both a minority and a majority language. This is the case of the Basque Autonomous Community (BAC) in Spain, a bilingual community where English is undoubtedly the main foreign langua…
Foreign Language Competence in Content and Language Integrated Courses~!2008-03-28~!2008-05-27~!2008-06-11~!
European educational systems are making great efforts to improve students' command of foreign languages, as there are many students who leave compulsory education with only the most limited ability to communicate in a foreign language. In this context the implementation of CLIL (Content and Language Integrated Learning) courses is becoming commonplace throughout Europe, because this approach is believed to significantly improve overall language c…
Multilingualism and Language Attitudes
Spain took in more immigrants than any other European country in 2005, a fact which has had a clear impact on the education system. This paper examines the language attitudes held by 125 local or autochtonous (42.4%) and immigrant (57.6%) students in the Basque Country. The results showed that both groups of students held rather negative attitudes towards Basque, whereas their attitudes towards Spanish were very favourable. As for English, immigr…
Basque Diaspora in the USA and Language Maintenance
The Basques first immigrated on a large scale to the USA during the Gold Rush of 1848. After immigrating to the USA, they settled in pockets throughout the West, especially in California, Nevada and Idaho, and it is currently estimated that more than 35,000 Basque–Americans live in these three states. This represents one of the largest concentrations of Basques outside the Basque Country. Although Basque identity and culture have been preserved t…
The Implementation of CLIL and Attitudes Towards Trilingualism
Linguistic and cultural diversity is becoming an inherent feature of most schools in Europe. This is specially so in contexts such as the Basque Autonomous Community in Spain, where the presence of two official languages (Basque and Spanish) is complemented by the early teaching of English, which sets out as early as the age of four in the majority of schools. Nevertheless, the low foreign language command of Spanish students in general and the B…
Australia's language potential
Immersion and CLIL in English
In ELT literature, the reader often finds the terms Content and Language Integrated Learning (CLIL) and immersion used interchangeably, even though there are important differences between them. These two labels usually appear as generic terms covering any kind of teaching in which an L2 is used to teach content. In this article, we attempt to unravel this ambiguity from the Spanish context, describing from a psycholinguistic and methodological po…
Factors affecting teachers' beliefs about interculturalism
Cultural diversity in the classrooms is a relatively recent phenomenon in Spain, but teachers and students alike have had to go through an adaptation to the new sociological situation brought about by the immigration wave of the last ten years. Schools, especially public ones, have incorporated a great number of students who were born and have spent most of their lives abroad, and who therefore bring a set of values, cultures and languages that m…
English achievement and student motivation in CLIL and EFL settings
Motivation is a complex psychological construct regarded as one of the determinant factors in successful foreign language learning, which is why it regularly comes to the fore when trying to explain individual differences among language learners. In fact, one of the main objectives of many foreign language teachers in classrooms the world over is to increase student motivation, so that pupils may acquire a good command of English, the current mai…
Internationalisation, multilingualism and English-medium instruction
In the new European higher education space, Universities in Europe are exhorted to cultivate and develop multilingualism. The European Commission's 2004-2006 action plan for promoting language learning and diversity speaks of the need to build an environment which is favourable to languages. Yet reality indicates that it is English which reigns supreme and has become the main foreign language used as means of instruction at European universities.…
Attitudes and Motivation in Bilingual Education
Languages play a paramount role in any society in general and in education in particular. A student enrolled in a bilingual school in which different languages are in contact soon realizes that society, family, peers, and school all place importance on these languages. The students' own assessment, together with the context, the information, and the knowledge they acquire will shape their attitudes toward these languages and their motivation for …
Multilingual policies and practices of universities in three bilingual regions in Europe
The interconnection between globalization and multilingualism in the evolution of European societies has become an undeniable fact. On the one hand, there seems to be a greater need for lingua francas that can facilitate understanding among individuals from different linguistic and cultural backgrounds and, ultimately, allow them to increase their chances of geographical and socio-economic mobility. On the other hand, in a world that tends to be …
Second Language Learning and Teaching (60 works) · Psychology (52 works) · Pedagogy (49 works) · Linguistics (46 works) · EFL/ESL Teaching and Learning (44 works) · Mathematics education (37 works) · Multilingual Education and Policy (34 works) · Sociology (34 works) · Computer Science (23 works) · Foreign language (23 works)