Francesca Costa
Biographic Data
| ID | 6175279 |
|---|---|
| NAME | Francesca Costa |
| GIVEN NAMES | Francesca |
| FAMILY NAME | Costa |
| SIGNATURE | COSTA F |
| AFFILIATIONS | Università Cattolica del Sacro Cuore |
| ORCID | 0000-0002-5478-9575 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Digital practices in CLIL across Romance- and Germanic-language contexts
Research on digital practices has grown substantially thanks to recent technological advancements. Using data from the COST Action CA21114 Digital Literacies Teacher Survey (DLTS) and Student Survey (DLSS), where Content and Language Integrated Learning (CLIL) classrooms are focused, this study has a twofold aim: to describe how teachers (from primary to upper-secondary level) in Romance- (Italy and Spain; n = 92) and Germanic- (Austria and Swede…
Lecturers’ Experiences of EMI
Over the past 15 years, English-Medium Instruction (EMI) courses have experienced significant growth. This expansion, driven in part by the increasing diversity of international students, has led to a growing need for lecturer training in EMI. Teaching in an EMI context demands a diverse set of competences, underscoring the importance of incorporating lecturers' perspectives into training programmes. This study investigates the responses to a que…
Centering English in Bilingual Preschool Education
This study examines how English is positioned and perceived within English-Spanish bilingual preschool education in Paraguay, a country traditionally characterised by institutional bilingualism in Spanish and Guaraní. While not an official language, English is increasingly viewed by parents as a tool for global access, academic achievement, and future professions. Using qualitative data from a questionnaire administered to 28 parents (from 31 to …
Exploring language-related episodes (LREs) in English-medium instruction (EMI) from a translanguaging and multimodal perspective
English-medium instruction at universities
This book appears at a very crucial moment for English-medium instruction (EMI). In a world which is more globalised and flexible, even universities have to internationalise. Many have chosen to do
Focus on Content-based Language Teaching
A survey of English-medium instruction in Italian higher education
English-taught Programmes (ETPs) have increased exponentially in European universities over the last 10 years, leading to growing numbers of bilingual graduates. This study reports on the most recent survey of ETPs in Italian higher education. A questionnaire completed in 2010 by 50% of Italian universities addressed both organisational factors (including the number of ETPs, reasons for adoption and difficulties in implementation) and pedagogical…
Focus on form in ICLHE lectures in Italy
ICLHE/ CLIL at the Tertiary Level of Education. State-of-the-Art
This article represents the introduction to a doctoral thesis in Education (Open University, UK) based on CLIL (Content and Language Integrated Learning) at the tertiary level of education. In this sense CLIL can also be called ICLHE (Integrating Content and Language in Higher Education). Such acronyms underscore the importance of both language and content in the teaching-learning process. In the past, research on CLIL focused primarily on the pr…
ICLHE/ CLIL at the Tertiary Level of Education. State-of-the-Art
This article represents the introduction to a doctoral thesis in Education (Open University, UK) based on CLIL (Content and Language Integrated Learning) at the tertiary level of education. In this sense CLIL can also be called ICLHE (Integrating Content and Language in Higher Education). Such acronyms underscore the importance of both language and content in the teaching-learning process. In the past, research on CLIL focused primarily on the pr…
Focus on form in ICLHE lectures in Italy
A survey of English-medium instruction in Italian higher education
English-taught Programmes (ETPs) have increased exponentially in European universities over the last 10 years, leading to growing numbers of bilingual graduates. This study reports on the most recent survey of ETPs in Italian higher education. A questionnaire completed in 2010 by 50% of Italian universities addressed both organisational factors (including the number of ETPs, reasons for adoption and difficulties in implementation) and pedagogical…
Focus on Content-based Language Teaching
English-medium instruction at universities
This book appears at a very crucial moment for English-medium instruction (EMI). In a world which is more globalised and flexible, even universities have to internationalise. Many have chosen to do
Lecturers’ Experiences of EMI
Over the past 15 years, English-Medium Instruction (EMI) courses have experienced significant growth. This expansion, driven in part by the increasing diversity of international students, has led to a growing need for lecturer training in EMI. Teaching in an EMI context demands a diverse set of competences, underscoring the importance of incorporating lecturers' perspectives into training programmes. This study investigates the responses to a que…
Centering English in Bilingual Preschool Education
This study examines how English is positioned and perceived within English-Spanish bilingual preschool education in Paraguay, a country traditionally characterised by institutional bilingualism in Spanish and Guaraní. While not an official language, English is increasingly viewed by parents as a tool for global access, academic achievement, and future professions. Using qualitative data from a questionnaire administered to 28 parents (from 31 to …
Exploring language-related episodes (LREs) in English-medium instruction (EMI) from a translanguaging and multimodal perspective
Digital practices in CLIL across Romance- and Germanic-language contexts
Research on digital practices has grown substantially thanks to recent technological advancements. Using data from the COST Action CA21114 Digital Literacies Teacher Survey (DLTS) and Student Survey (DLSS), where Content and Language Integrated Learning (CLIL) classrooms are focused, this study has a twofold aim: to describe how teachers (from primary to upper-secondary level) in Romance- (Italy and Spain; n = 92) and Germanic- (Austria and Swede…
Second Language Learning and Teaching (9 works) · Pedagogy (7 works) · Sociology (6 works) · Psychology (5 works) · EFL/ESL Teaching and Learning (4 works) · Political science (4 works) · Higher education (3 works) · Second Language Acquisition and Learning (3 works) · Computer Science (2 works) · Linguistic Studies and Language Acquisition (2 works)