Louisa Mortimore
Biographic Data
| ID | 6176040 |
|---|---|
| NAME | Louisa Mortimore |
| GIVEN NAMES | Louisa |
| FAMILY NAME | Mortimore |
| SIGNATURE | MORTIMORE L |
| AFFILIATIONS | Universidad Internacional De La Rioja |
| ORCID | 0000-0003-3239-4350 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
We're at the very beginning’
The expansion of bi- and multilingual education has resulted in content teachers needing to support disciplinary learning through an additional language. Research highlights both the need to prepare these teachers, and the scarcity of this preparation in initial teacher education. Given this backdrop, this international study harnesses the bi- and multilingual disciplinary literacies (BMDLs) framework to explore the potential preparation of pre-s…
Breakout
The United Nation’s Sustainable Development Goals (SDGs) are obligatory curricular content in primary and secondary education in many countries including Spain (LOMLOE, 2020). The main objectives of this study are to analyse student teacher perception towards the use of escape rooms and its effectiveness for the learning of the SDGs through GBL in an online university context. The intervention consisted of a two-phase practical session using GBL …
Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
CLIL and Social and Emotional Learning in Early Bilingual Education
This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on t…
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
We're at the very beginning’
The expansion of bi- and multilingual education has resulted in content teachers needing to support disciplinary learning through an additional language. Research highlights both the need to prepare these teachers, and the scarcity of this preparation in initial teacher education. Given this backdrop, this international study harnesses the bi- and multilingual disciplinary literacies (BMDLs) framework to explore the potential preparation of pre-s…
CLIL and Social and Emotional Learning in Early Bilingual Education
This article focuses on a key issue for the holistic education of the young child in the bilingual classroom: the optimal development of social and emotional competence when learning takes place in another language. Social and emotional learning (SEL) has been referred to as “the substance of education itself” by the National Commission on Social, Emotional, and Academic Development (2019, p. 6) and research shows that the beneficial effects on t…
Breakout
The United Nation’s Sustainable Development Goals (SDGs) are obligatory curricular content in primary and secondary education in many countries including Spain (LOMLOE, 2020). The main objectives of this study are to analyse student teacher perception towards the use of escape rooms and its effectiveness for the learning of the SDGs through GBL in an online university context. The intervention consisted of a two-phase practical session using GBL …
Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe
A multidimensional framework of bi- and multilingual disciplinary literacies
This paper presents a conceptualisation of bi- and multilingual disciplinary literacies (BMDLs) designed as a dynamic and versatile thinking tool for researchers and practitioners in bi- and multilingual educational settings. It builds upon established theoretical foundations and the work conducted within the COST network CLILNetLE, moving beyond traditional perspectives of literacy development that are often viewed as linear or narrowly confined…
We're at the very beginning’
The expansion of bi- and multilingual education has resulted in content teachers needing to support disciplinary learning through an additional language. Research highlights both the need to prepare these teachers, and the scarcity of this preparation in initial teacher education. Given this backdrop, this international study harnesses the bi- and multilingual disciplinary literacies (BMDLs) framework to explore the potential preparation of pre-s…
Second Language Learning and Teaching (4 works) · Discipline (3 works) · Multilingualism (3 works) · Bilingual education (2 works) · Discourse analysis (2 works) · Educational Theory and Curriculum Studies (2 works) · Higher education (2 works) · Political science (2 works) · Breakout (1 work) · Business (1 work)