Ana Halbach
Biographic Data
| ID | 6175690 |
|---|---|
| NAME | Ana Halbach |
| GIVEN NAMES | Ana |
| FAMILY NAME | Halbach |
| SIGNATURE | HALBACH A |
| AFFILIATIONS | Universidad de Alcalá |
| ORCID | 0000-0003-3172-061X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Teachers’ views on their methodology and their profiles
CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted in the Madrid region showed that CLIL has a potential to limit the influence of SES on students’ lang…
Differences between CLIL and non-CLIL students
This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017 Shepherd, E., and V. Ainsworth. 2017. English impact. An evaluation of English language capability.” https://www.britishcouncil.es/sites/default/files/british-council-english-impact-report-madrid-web-opt.pdf. …
Responsible, competent and with a sense of belonging
Whilst CLIL research has flourished and showed some gains for CLIL learners, for example in motivation, there is little consensus about how it affects students from different social strata. The British Council ‘English Impact’ study (Shepherd and Ainsworth 2017 Shepherd, E., and V. Ainsworth. 2017. English Impact. An Evaluation of English Language Capability. Retrieved from https://www.britishcouncil.es/sites/default/files/british-council-english…
Knowledge ecology for conceptual growth
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency
Journal Article Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency Get access Ana Halbach Ana Halbach Departamento de Filología Moderna, Universidad de Alcalá E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 33, Issue 5, December 2012, Pages 608–613, https://doi.org/10.1093/applin/ams058 Published: 04 October 2012
Exporting Methodologies
Exporting Methodologies
In the field of English language teaching there seems to be a generalised tendency to accept and use teaching methodologies and textbooks in certain contexts that have been developed in and for a different context. Recently, this rather unquestioning use of methodologies has been challenged (see, for example, Holliday, 1994), with authors pointing out that what might be suitable for one situation might not be equally so for a different one. Thus,…
Finding out about students' learning strategies by looking at their diaries
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
Teachers’ views on their methodology and their profiles
CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted in the Madrid region showed that CLIL has a potential to limit the influence of SES on students’ lang…
Finding out about students' learning strategies by looking at their diaries
Differences between CLIL and non-CLIL students
This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017 Shepherd, E., and V. Ainsworth. 2017. English impact. An evaluation of English language capability.” https://www.britishcouncil.es/sites/default/files/british-council-english-impact-report-madrid-web-opt.pdf. …
Finding out about students' learning strategies by looking at their diaries
Exporting Methodologies
In the field of English language teaching there seems to be a generalised tendency to accept and use teaching methodologies and textbooks in certain contexts that have been developed in and for a different context. Recently, this rather unquestioning use of methodologies has been challenged (see, for example, Holliday, 1994), with authors pointing out that what might be suitable for one situation might not be equally so for a different one. Thus,…
Exporting Methodologies
Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency
Journal Article Questions about Basic Interpersonal Communication Skills and Cognitive Language Proficiency Get access Ana Halbach Ana Halbach Departamento de Filología Moderna, Universidad de Alcalá E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 33, Issue 5, December 2012, Pages 608–613, https://doi.org/10.1093/applin/ams058 Published: 04 October 2012
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
Knowledge ecology for conceptual growth
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines…
Responsible, competent and with a sense of belonging
Whilst CLIL research has flourished and showed some gains for CLIL learners, for example in motivation, there is little consensus about how it affects students from different social strata. The British Council ‘English Impact’ study (Shepherd and Ainsworth 2017 Shepherd, E., and V. Ainsworth. 2017. English Impact. An Evaluation of English Language Capability. Retrieved from https://www.britishcouncil.es/sites/default/files/british-council-english…
Differences between CLIL and non-CLIL students
This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017 Shepherd, E., and V. Ainsworth. 2017. English impact. An evaluation of English language capability.” https://www.britishcouncil.es/sites/default/files/british-council-english-impact-report-madrid-web-opt.pdf. …
Teachers’ views on their methodology and their profiles
CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted in the Madrid region showed that CLIL has a potential to limit the influence of SES on students’ lang…
Psychology (9 works) · Mathematics education (8 works) · Second Language Learning and Teaching (7 works) · Pedagogy (6 works) · Sociology (6 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (5 works) · Foreign language (3 works) · Geography (3 works) · Social science (3 works)