Thomas Caira
Biographic Data
| ID | 6176235 |
|---|---|
| NAME | Thomas Caira |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Caira |
| SIGNATURE | CAIRA T |
| AFFILIATIONS | Vrije Universiteit Brussel |
| ORCID | 0000-0002-8504-797X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Language-mixing in Content and Language Integrated Learning
Recent pedagogical trends have seen a revival in language-mixing in CLIL contexts, thereby challenging the traditional ‘one subject-one language’ approach. From a cognitive standpoint, recent research indicates that the disadvantages of language mixing may not be as significant as previously thought. This is further supported by studies showing no negative effects of language-mixing on immediate memory recall in CLIL pupils. Using an Old/New reco…
All-or-nothing CLIL
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium
Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have reported more advantaged pupils’ profiles in these programmes compared to regular programmes. It is unclear from the literature however which pupils have access to CLIL programmes based on the choices made at the school level. In order to remedy this ga…
Immersion et submersion
La présente contribution rend compte d’une étude visant à identifier les rapports éventuels entre modèles d’enseignement et attitudes langagières chez les élèves francophones en Belgique. Les trois types d’enseignement pris en compte sont l’enseignement classique, l’immersion et la submersion. Quantitatives de nature, les données ont été collectées par le biais d’un questionnaire en ligne et ont ensuite fait l’objet d’une analyse statistique infé…
Cherishing the heritage language
Aims: Multilingual families are often challenged with the transmission of their heritage language (HL) to future generations. Departing from this observation, this study aims to investigate which factors correlate with multilingual families’ HL maintenance efforts. The variables taken into account are the families’ language policy (FLP), advice from both Early Childhood Care and Education (ECCE) professionals and other (informal) sources, the par…
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Immersion et submersion
La présente contribution rend compte d’une étude visant à identifier les rapports éventuels entre modèles d’enseignement et attitudes langagières chez les élèves francophones en Belgique. Les trois types d’enseignement pris en compte sont l’enseignement classique, l’immersion et la submersion. Quantitatives de nature, les données ont été collectées par le biais d’un questionnaire en ligne et ont ensuite fait l’objet d’une analyse statistique infé…
Cherishing the heritage language
Aims: Multilingual families are often challenged with the transmission of their heritage language (HL) to future generations. Departing from this observation, this study aims to investigate which factors correlate with multilingual families’ HL maintenance efforts. The variables taken into account are the families’ language policy (FLP), advice from both Early Childhood Care and Education (ECCE) professionals and other (informal) sources, the par…
Which pupils have access to CLIL? Investigating the schools’ choice for English-based CLIL programmes in Belgium
Despite its non-elitist goals, there is growing concern over the potentially elitist nature of content and language integrated learning (CLIL) programmes in English. Previous European studies have reported more advantaged pupils’ profiles in these programmes compared to regular programmes. It is unclear from the literature however which pupils have access to CLIL programmes based on the choices made at the school level. In order to remedy this ga…
Language-mixing in Content and Language Integrated Learning
Recent pedagogical trends have seen a revival in language-mixing in CLIL contexts, thereby challenging the traditional ‘one subject-one language’ approach. From a cognitive standpoint, recent research indicates that the disadvantages of language mixing may not be as significant as previously thought. This is further supported by studies showing no negative effects of language-mixing on immediate memory recall in CLIL pupils. Using an Old/New reco…
All-or-nothing CLIL
Psychology (4 works) · Second Language Learning and Teaching (4 works) · Computer Science (2 works) · EFL/ESL Teaching and Learning (2 works) · Flemish (2 works) · Mathematics (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Socioeconomic status (2 works) · Sociology (2 works)