Yolanda Ruiz de Zarobe
Biographic Data
| ID | 6175632 |
|---|---|
| NAME | Yolanda Ruiz de Zarobe |
| GIVEN NAMES | Yolanda Ruiz |
| FAMILY NAME | de Zarobe |
| SIGNATURE | DE ZAROBE Y R |
| AFFILIATIONS | University of the Basque Country |
| ORCID | 0000-0001-8924-1385 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Translanguaging as a strategy to enhance comprehension and communication: Insights from the Basque Country and Argentina
Translanguaging, the dynamic and flexible use of multilingual speakers’ full linguistic repertoires, is increasingly recognized as a powerful tool for fostering intercultural awareness and communication ( Papadopoulos 2022 ; Zhu 2015 ). This study investigates its implementation in two contrasting educational settings, the Basque Country and Argentina. Using a comparative qualitative case study design, it examines how sociolinguistic, cultural, a…
The concept of multilingualism from an intercultural perspective: The case of the Basque Country and Peru
Looking into multimodal translanguaging in CLIL: A case study in the Basque Country
Multilingualism and multimodality in the CLIL/EMI classroom
Content and language integration in higher education: Instructional practices and teacher development
The dominance of English-medium instruction (EMI) programmes in tertiary education is growing around the world, given the internationalisation of higher education (HE) and globalisation, ‘which inf
Learning strategies in CLIL classrooms: How does strategy instruction affect reading competence over time
This article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental and control groups in CLIL classrooms, where a number of subjects are taught through the L3: English…
Introduction: Instructional practices and teacher development in CLIL and immersion school settings
"Introduction: instructional practices and teacher development in CLIL and immersion school settings." International Journal of Bilingual Education and Bilingualism, 21(3), pp. 273–274
New perspectives on multilingualism and L2 acquisition: An introduction
This article focuses on the description of one of the main features of current multilingualism, complexity, through a selection of issues related to its role in L2 acquisition, as the proper notion of multilingualism, multilingualism as a social phenomenon and multilingualism as a multidimensional phenomenon. We also present several aspects of multilingualism in its relationship to L2 acquisition, notably some involved in the notion of multilingu…
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into ef…
Learning through a second or additional language: Content-based instruction and CLIL in the twenty-first century
Learning through the medium of a second or additional language is often referred to as content-based instruction (CBI) or as content and language integrated learning (CLIL). Many students all over
Way forward in the twenty-first century in content-based instruction: Moving towards integration
The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards integration; integration in a number of domains that include pedagogical, geographical and even termi…
CLIL implementation: From policy-makers to individual initiatives
Proceso adquisitivo y edad: Aportaciones Sobre Las Destrezas Orales en Inglés Como Lengua Extranjera
Preview this article: Proceso adquisitivo y edad, Page 1 of 1 /docserver/preview/fulltext/itl.159.04zar-1.gif
Age and Third Language Production: A Longitudinal Study
This longitudinal study examines the acquisition of subject pronouns in third language (L3) production. Participants were 90 Basque–Spanish bilingual students, learning English as a third language in a formal setting in the Basque Country. All the participants, who had received the same amount of exposure to English, were divided into three groups according to their age, and were asked to perform an oral and a written production task, after four,…
Edad y Competencia Oral en la Adquisición del Inglés Como Tercera Lengua
EI presente trabajo estudia el desarrollo de la competencia oral en la adquisición del inglés como tercera lengua. Específicamente, analiza la influencia que la edad puede ejercer en el desarrollo de la competencia oral por parte de niños bilingües de español-euskera. Para llevar a cabo esta investigación, hemos contado con un corpus de 81 alumnos de una ikastola privada de Gipuzkoa, divididos en tres grupos según la edad, aunque con un mismo per…
Concordancia copulative, pronombres sujeto y adquisición de sistemas no nativos
El presente articulo investiga la actuación de distintos pronombres sujeto en la adquisición de un sistema no nativo. Por un lado, estudiamos la evolución en el proceso adquisitivo de los sujetos referenciales. Por otro, analizamos algunas construcciones con sujetos pleonásticos, que incluyen oraciones existenciales y construcciones de concordancia copulativa. Tras realizar varias pruebas a estudiantes españoles de inglés, pudimos determinar cómo…
El parámetro pro-drop y la adquisición del inglés como segunda lengua
The pro-drop parameter and second language acquisition In this paper the behaviour of the different properties related to the pro-drop parameter have been analyzed : (1) null subjects, (2) expletive pronouns, (3) The inflectional system, (4) free subject-verb inversion and (5) that-trace effect. Native speakers of Spanish learning English were tested to see how they activate the pro-drop parameter in second language acquisition. It was found that…
New perspectives on multilingualism and L2 acquisition: An introduction
This article focuses on the description of one of the main features of current multilingualism, complexity, through a selection of issues related to its role in L2 acquisition, as the proper notion of multilingualism, multilingualism as a social phenomenon and multilingualism as a multidimensional phenomenon. We also present several aspects of multilingualism in its relationship to L2 acquisition, notably some involved in the notion of multilingu…
Way forward in the twenty-first century in content-based instruction: Moving towards integration
The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards integration; integration in a number of domains that include pedagogical, geographical and even termi…
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into ef…
Age and Third Language Production: A Longitudinal Study
This longitudinal study examines the acquisition of subject pronouns in third language (L3) production. Participants were 90 Basque–Spanish bilingual students, learning English as a third language in a formal setting in the Basque Country. All the participants, who had received the same amount of exposure to English, were divided into three groups according to their age, and were asked to perform an oral and a written production task, after four,…
Learning through a second or additional language: Content-based instruction and CLIL in the twenty-first century
Learning through the medium of a second or additional language is often referred to as content-based instruction (CBI) or as content and language integrated learning (CLIL). Many students all over
El parámetro pro-drop y la adquisición del inglés como segunda lengua
The pro-drop parameter and second language acquisition In this paper the behaviour of the different properties related to the pro-drop parameter have been analyzed : (1) null subjects, (2) expletive pronouns, (3) The inflectional system, (4) free subject-verb inversion and (5) that-trace effect. Native speakers of Spanish learning English were tested to see how they activate the pro-drop parameter in second language acquisition. It was found that…
Concordancia copulative, pronombres sujeto y adquisición de sistemas no nativos
El presente articulo investiga la actuación de distintos pronombres sujeto en la adquisición de un sistema no nativo. Por un lado, estudiamos la evolución en el proceso adquisitivo de los sujetos referenciales. Por otro, analizamos algunas construcciones con sujetos pleonásticos, que incluyen oraciones existenciales y construcciones de concordancia copulativa. Tras realizar varias pruebas a estudiantes españoles de inglés, pudimos determinar cómo…
Edad y Competencia Oral en la Adquisición del Inglés Como Tercera Lengua
EI presente trabajo estudia el desarrollo de la competencia oral en la adquisición del inglés como tercera lengua. Específicamente, analiza la influencia que la edad puede ejercer en el desarrollo de la competencia oral por parte de niños bilingües de español-euskera. Para llevar a cabo esta investigación, hemos contado con un corpus de 81 alumnos de una ikastola privada de Gipuzkoa, divididos en tres grupos según la edad, aunque con un mismo per…
Age and Third Language Production: A Longitudinal Study
This longitudinal study examines the acquisition of subject pronouns in third language (L3) production. Participants were 90 Basque–Spanish bilingual students, learning English as a third language in a formal setting in the Basque Country. All the participants, who had received the same amount of exposure to English, were divided into three groups according to their age, and were asked to perform an oral and a written production task, after four,…
Proceso adquisitivo y edad: Aportaciones Sobre Las Destrezas Orales en Inglés Como Lengua Extranjera
Preview this article: Proceso adquisitivo y edad, Page 1 of 1 /docserver/preview/fulltext/itl.159.04zar-1.gif
CLIL implementation: From policy-makers to individual initiatives
New perspectives on multilingualism and L2 acquisition: An introduction
This article focuses on the description of one of the main features of current multilingualism, complexity, through a selection of issues related to its role in L2 acquisition, as the proper notion of multilingualism, multilingualism as a social phenomenon and multilingualism as a multidimensional phenomenon. We also present several aspects of multilingualism in its relationship to L2 acquisition, notably some involved in the notion of multilingu…
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
This article addresses the need to develop new pedagogic approaches which promote learner independence in contexts where learning takes place through the medium of more than one language. The challenges of responding to a rapidly changing educational landscape to ensure that our learners become pluriliterate global citizens are presented through three case studies each set in a different multilingual context. These classroom-based studies into ef…
Learning through a second or additional language: Content-based instruction and CLIL in the twenty-first century
Learning through the medium of a second or additional language is often referred to as content-based instruction (CBI) or as content and language integrated learning (CLIL). Many students all over
Way forward in the twenty-first century in content-based instruction: Moving towards integration
The aim of this paper is to reflect on the theoretical and methodological underpinnings that provide the basis for an understanding of Content-Based Instruction/Content and Language Integrated Learning (CBI/CLIL) in the field and its relevance in education in the twenty-first century. It is argued that the agenda of CBI/CLIL needs to move towards integration; integration in a number of domains that include pedagogical, geographical and even termi…
Content and language integration in higher education: Instructional practices and teacher development
The dominance of English-medium instruction (EMI) programmes in tertiary education is growing around the world, given the internationalisation of higher education (HE) and globalisation, ‘which inf
Learning strategies in CLIL classrooms: How does strategy instruction affect reading competence over time
This article reports on an intervention study of reading comprehension among young learners of English as a third language (L3) in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, with an intervention of 7 weeks using two intact groups of participants that served as experimental and control groups in CLIL classrooms, where a number of subjects are taught through the L3: English…
Introduction: Instructional practices and teacher development in CLIL and immersion school settings
"Introduction: instructional practices and teacher development in CLIL and immersion school settings." International Journal of Bilingual Education and Bilingualism, 21(3), pp. 273–274
The concept of multilingualism from an intercultural perspective: The case of the Basque Country and Peru
Looking into multimodal translanguaging in CLIL: A case study in the Basque Country
Multilingualism and multimodality in the CLIL/EMI classroom
Translanguaging as a strategy to enhance comprehension and communication: Insights from the Basque Country and Argentina
Translanguaging, the dynamic and flexible use of multilingual speakers’ full linguistic repertoires, is increasingly recognized as a powerful tool for fostering intercultural awareness and communication ( Papadopoulos 2022 ; Zhu 2015 ). This study investigates its implementation in two contrasting educational settings, the Basque Country and Argentina. Using a comparative qualitative case study design, it examines how sociolinguistic, cultural, a…
Second Language Learning and Teaching (12 works) · EFL/ESL Teaching and Learning (9 works) · Pedagogy (9 works) · Psychology (9 works) · Computer Science (8 works) · Multilingualism (8 works) · Sociology (8 works) · Linguistics (7 works) · Mathematics education (6 works) · Neuroscience of multilingualism (6 works)