Marı́a Luisa Pérez Cañado
Biographic Data
| ID | 4860769 |
|---|---|
| NAME | Marı́a Luisa Pérez Cañado |
| GIVEN NAMES | Marı́a Luisa Pérez |
| FAMILY NAME | Cañado |
| SIGNATURE | CAÑADO M L P |
| AFFILIATIONS | Universidad de Jaén |
| ORCID | 0000-0002-4337-696X |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Accommodating diversity in linguistic and intercultural teaching: Can CLIL do the job
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain. It employs four types of triangulation and carries out across cohort comparisons in order to determin…
What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019)
This article aims to provide an updated, empirically solid overview of what’s hot and what’s not on the current CLIL research agenda in order to weed out the non-issues which we should no longer figure on the CLIL agenda from the real issues which will continue to shape the future of the field. This objective will hopefully be attained while concomitantly answering Bruton (2019), as, unfortunately, his most recent arguments are still not rooted i…
Identifying difficulties and best practices in catering to diversity in CLIL: Instrument design and validation
This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project CLIL for all: Attention to diversity in bilingual education (ADiBE) to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaire…
Inclusion and diversity in bilingual education: A European comparative study
This article carries out a cross-European comparison of stakeholder perspectives on catering to diversity within CLIL programs. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,526 teachers, students, and parents in 59 Secondary schools in six European countries: Austria, Finland, Germany, Italy, Spain, and the UK. It employs data, methodological, and location triangulation and carries out across-cohort comparis…
Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts
CLIL and pedagogical innovation: Fact or fiction
This article presents the outcomes of a large‐scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on‐the‐ground practice. To this end, three sets of questionnaires have been applied and semi‐structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in‐depth analysis of w…
Innovations and Challenges in Attending to Diversity through CLIL
With content and language integrated learning (CLIL)1 programs being increasingly introduced in mainstream education, the onus is now on catering to diversity2 and on ensuring CLIL enhances content and language learning in over- and underachievers alike. This is no mean feat, particularly considering that strong claims have been made for the lack of egalitarianism that certain authors consider inherent in CLIL. This article explores this issue cl…
This Issue
Innovations and Challenges in CLIL Teacher Training
This article focuses on a key issue for the sustainability of bilingual education: teacher training for content and language integrated learning (CLIL). It begins by canvassing the main innovations affecting teacher training within the current CLIL panorama in terms of the CLIL teacher training profile and the interesting evolution that research into the topic has undergone. The chief challenges stemming from aforementioned innovations are then e…
Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge
This article examines the appearance of the “pendulum effect” in the CLIL research arena and makes a case for a balanced, disinterested, and methodologically sound approach to continue driving the CLIL agenda forward. It is written as a response to the steady stream of criticism to which CLIL research has recently been subjected and which is primarily embodied by Bruton (Is CLIL so beneficial, or just selective? Re-evaluating some of the Research…
The effects of CLIL on oral comprehension and production: A longitudinal case study
This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain) over the course of a year and a half in order to measure the impact of CLIL on oral comprehension an…
Teacher training needs for bilingual education: In-service teacher perceptions
This article presents the outcomes of a European study on the main training needs which in-service teachers consider they have in order to adapt to a bilingual education model. The investigation has designed, validated, and administered four sets of questionnaires to 706 informants (241 of whom have been in-service teachers) across Europe, which have allowed a detailed diagnosis of teachers' training needs in terms of linguistic and intercultural…
CLIL research in Europe: Past, present, and future
This article provides a comprehensive, updated, and critical approximation to the sizeable literature which has been produced on the increasingly acknowledged European approach to bilingual education: content and language integrated learning (CLIL). It begins by tracing the origins of CLIL, framing it against the backdrop of its predecessors: North American immersion and bilingual education programs, and European international schools. It then pr…
Interview with Stella Ting-Toomey
The Effects of Explicit Spelling Instruction in the Spanish EFL Classroom: Diagnosis, Development and Durability
This paper aims to shed light on the explicit–implicit paradigm contention in connection with the foreign language area of English spelling. To this end, it frames the subject against the backdrop of the prolonged dispute between implicit, whole language, top-down, or whole-to-part approaches and explicit, traditional, bottom-up, or part-to-whole views. It then furnishes research evidence on the topic by reporting on an investigation with a pre-t…
Language and Power: Raising Awareness of the Role of Language in Multicultural Teams
The present paper explores the role language plays in establishing power relations in multicultural teams, understood as teams comprising members from three or more than three different national, cultural and linguistic backgrounds. To this end, the general relationship between language and power is examined in an initial theoretical section and subsequently probed from a practical viewpoint by reporting on the results yielded in a study recently…
Innovations and Challenges in CLIL Teacher Training
This article focuses on a key issue for the sustainability of bilingual education: teacher training for content and language integrated learning (CLIL). It begins by canvassing the main innovations affecting teacher training within the current CLIL panorama in terms of the CLIL teacher training profile and the interesting evolution that research into the topic has undergone. The chief challenges stemming from aforementioned innovations are then e…
Innovations and Challenges in Attending to Diversity through CLIL
With content and language integrated learning (CLIL)1 programs being increasingly introduced in mainstream education, the onus is now on catering to diversity2 and on ensuring CLIL enhances content and language learning in over- and underachievers alike. This is no mean feat, particularly considering that strong claims have been made for the lack of egalitarianism that certain authors consider inherent in CLIL. This article explores this issue cl…
The effects of CLIL on oral comprehension and production: A longitudinal case study
This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain) over the course of a year and a half in order to measure the impact of CLIL on oral comprehension an…
CLIL and pedagogical innovation: Fact or fiction
This article presents the outcomes of a large‐scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on‐the‐ground practice. To this end, three sets of questionnaires have been applied and semi‐structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in‐depth analysis of w…
Interview with Stella Ting-Toomey
Language and Power: Raising Awareness of the Role of Language in Multicultural Teams
The present paper explores the role language plays in establishing power relations in multicultural teams, understood as teams comprising members from three or more than three different national, cultural and linguistic backgrounds. To this end, the general relationship between language and power is examined in an initial theoretical section and subsequently probed from a practical viewpoint by reporting on the results yielded in a study recently…
Accommodating diversity in linguistic and intercultural teaching: Can CLIL do the job
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain. It employs four types of triangulation and carries out across cohort comparisons in order to determin…
Language and Power: Raising Awareness of the Role of Language in Multicultural Teams
The present paper explores the role language plays in establishing power relations in multicultural teams, understood as teams comprising members from three or more than three different national, cultural and linguistic backgrounds. To this end, the general relationship between language and power is examined in an initial theoretical section and subsequently probed from a practical viewpoint by reporting on the results yielded in a study recently…
The Effects of Explicit Spelling Instruction in the Spanish EFL Classroom: Diagnosis, Development and Durability
This paper aims to shed light on the explicit–implicit paradigm contention in connection with the foreign language area of English spelling. To this end, it frames the subject against the backdrop of the prolonged dispute between implicit, whole language, top-down, or whole-to-part approaches and explicit, traditional, bottom-up, or part-to-whole views. It then furnishes research evidence on the topic by reporting on an investigation with a pre-t…
Interview with Stella Ting-Toomey
CLIL research in Europe: Past, present, and future
This article provides a comprehensive, updated, and critical approximation to the sizeable literature which has been produced on the increasingly acknowledged European approach to bilingual education: content and language integrated learning (CLIL). It begins by tracing the origins of CLIL, framing it against the backdrop of its predecessors: North American immersion and bilingual education programs, and European international schools. It then pr…
Teacher training needs for bilingual education: In-service teacher perceptions
This article presents the outcomes of a European study on the main training needs which in-service teachers consider they have in order to adapt to a bilingual education model. The investigation has designed, validated, and administered four sets of questionnaires to 706 informants (241 of whom have been in-service teachers) across Europe, which have allowed a detailed diagnosis of teachers' training needs in terms of linguistic and intercultural…
Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge
This article examines the appearance of the “pendulum effect” in the CLIL research arena and makes a case for a balanced, disinterested, and methodologically sound approach to continue driving the CLIL agenda forward. It is written as a response to the steady stream of criticism to which CLIL research has recently been subjected and which is primarily embodied by Bruton (Is CLIL so beneficial, or just selective? Re-evaluating some of the Research…
The effects of CLIL on oral comprehension and production: A longitudinal case study
This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain) over the course of a year and a half in order to measure the impact of CLIL on oral comprehension an…
CLIL and pedagogical innovation: Fact or fiction
This article presents the outcomes of a large‐scale program evaluation into whether the pedagogical innovation which is associated theoretically to CLIL is actually trickling down to on‐the‐ground practice. To this end, three sets of questionnaires have been applied and semi‐structured interviews have been conducted with 2,633 teachers, students, and parents in three monolingual communities in Spain in order to carry out an in‐depth analysis of w…
Innovations and Challenges in Attending to Diversity through CLIL
With content and language integrated learning (CLIL)1 programs being increasingly introduced in mainstream education, the onus is now on catering to diversity2 and on ensuring CLIL enhances content and language learning in over- and underachievers alike. This is no mean feat, particularly considering that strong claims have been made for the lack of egalitarianism that certain authors consider inherent in CLIL. This article explores this issue cl…
This Issue
Innovations and Challenges in CLIL Teacher Training
This article focuses on a key issue for the sustainability of bilingual education: teacher training for content and language integrated learning (CLIL). It begins by canvassing the main innovations affecting teacher training within the current CLIL panorama in terms of the CLIL teacher training profile and the interesting evolution that research into the topic has undergone. The chief challenges stemming from aforementioned innovations are then e…
Addressing the research gap in teacher training for EMI: An evidence-based teacher education proposal in monolingual contexts
What’s hot and what’s not on the current CLIL research agenda: Weeding out the non-issues from the real issues. A response to Bruton (2019)
This article aims to provide an updated, empirically solid overview of what’s hot and what’s not on the current CLIL research agenda in order to weed out the non-issues which we should no longer figure on the CLIL agenda from the real issues which will continue to shape the future of the field. This objective will hopefully be attained while concomitantly answering Bruton (2019), as, unfortunately, his most recent arguments are still not rooted i…
Identifying difficulties and best practices in catering to diversity in CLIL: Instrument design and validation
This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project CLIL for all: Attention to diversity in bilingual education (ADiBE) to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaire…
Inclusion and diversity in bilingual education: A European comparative study
This article carries out a cross-European comparison of stakeholder perspectives on catering to diversity within CLIL programs. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,526 teachers, students, and parents in 59 Secondary schools in six European countries: Austria, Finland, Germany, Italy, Spain, and the UK. It employs data, methodological, and location triangulation and carries out across-cohort comparis…
Accommodating diversity in linguistic and intercultural teaching: Can CLIL do the job
This article carries out a comparison of frontline stakeholder perspectives in order to determine whether CLIL can accommodate diversity in linguistic and intercultural teaching. It reports on a cross-sectional concurrent triangulation mixed methods study with 2,676 teachers, students, and parents in 36 Primary and Secondary schools across Spain. It employs four types of triangulation and carries out across cohort comparisons in order to determin…
Psychology (15 works) · Pedagogy (14 works) · Second Language Learning and Teaching (14 works) · Sociology (13 works) · Magnetic Properties and Applications (10 works) · Mathematics education (10 works) · Content and language integrated learning (6 works) · Computer Science (5 works) · Foreign language (5 works) · Linguistics (5 works)