Víctor Pavón Vázquez
Biographic Data
| ID | 1585749 |
|---|---|
| NAME | Víctor Pavón Vázquez |
| GIVEN NAMES | Víctor Pavón |
| FAMILY NAME | Vázquez |
| SIGNATURE | VÁZQUEZ V P |
| AFFILIATIONS | University of Córdoba |
| ORCID | 0000-0003-3063-1746 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring the pedagogical dimension for English-taught courses in European higher education
This scoping review investigates the multifaceted aspects of university English-taught programs (understood as programs taught in English, not English language programs) that falls under the umbrella of what it is commonly referred to as English-medium instruction (EMI) and integration of content and language in higher education (ICLHE) with a specific focus on the educational practices that support them. Central to the analysis is an examination…
Describing the use of the L1 in CLIL
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 language are used as languages of instruction as part of the curriculum. The use of the L1 in bilingual e…
Innovations and Challenges in CLIL Research
Bilingual education programs are considered to be powerful tools used to foster the development of foreign languages, especially when focusing on language development. In Europe, the adoption of the approach known as content and language integrated learning (CLIL) has spread rapidly as one of the models that best fit the necessities of both bilingual and monolingual communities (Marsh, 2013). However, this model is far from being exclusive and th…
Strategic and organisational considerations in planning content and language integrated learning
Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan a number of different types of coordination at the curricular level: between the foreign language (FL…
European bilingual models beyond lingua franca
Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts
In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we up…
Innovations and Challenges in CLIL Research
Bilingual education programs are considered to be powerful tools used to foster the development of foreign languages, especially when focusing on language development. In Europe, the adoption of the approach known as content and language integrated learning (CLIL) has spread rapidly as one of the models that best fit the necessities of both bilingual and monolingual communities (Marsh, 2013). However, this model is far from being exclusive and th…
Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts
In content and language integrated learning (CLIL), as in any other type of bilingual education, two languages are used to promote cognitive and language learning. Whereas in the bilingual classroom the two languages are always present, in CLIL they may appear together or be used in totally separate circumstances. Although the relationship between languages is different, in CLIL, where the foreign language is the minority language employed, we up…
Strategic and organisational considerations in planning content and language integrated learning
Content and language integrated learning (CLIL) is generally recognised as a fruitful example of bilingual education. However, success in CLIL may not be straightforward and may require the establishment of coordination between content and language teachers. The aim of this study is to investigate if content and language teachers are able to plan a number of different types of coordination at the curricular level: between the foreign language (FL…
European bilingual models beyond lingua franca
Innovations and Challenges in CLIL Research
Bilingual education programs are considered to be powerful tools used to foster the development of foreign languages, especially when focusing on language development. In Europe, the adoption of the approach known as content and language integrated learning (CLIL) has spread rapidly as one of the models that best fit the necessities of both bilingual and monolingual communities (Marsh, 2013). However, this model is far from being exclusive and th…
Describing the use of the L1 in CLIL
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 language are used as languages of instruction as part of the curriculum. The use of the L1 in bilingual e…
Exploring the pedagogical dimension for English-taught courses in European higher education
This scoping review investigates the multifaceted aspects of university English-taught programs (understood as programs taught in English, not English language programs) that falls under the umbrella of what it is commonly referred to as English-medium instruction (EMI) and integration of content and language in higher education (ICLHE) with a specific focus on the educational practices that support them. Central to the analysis is an examination…
Second Language Learning and Teaching (6 works) · Content and language integrated learning (5 works) · Foreign language (5 works) · Pedagogy (5 works) · Psychology (5 works) · Bilingual education (4 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Computer Science (3 works) · Linguistics (3 works)