Helena Roquet
Biographic Data
| ID | 6479672 |
|---|---|
| NAME | Helena Roquet |
| GIVEN NAMES | Helena |
| FAMILY NAME | Roquet |
| SIGNATURE | ROQUET H |
| AFFILIATIONS | Universitat Internacional de Catalunya |
| ORCID | 0000-0001-6694-3288 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding and applying Cefr-aligned descriptors for science cognitive discourse functions in CLIL classrooms
In content and language integrated learning (CLIL) contexts, disciplinary literacy highlights how language is used to think, reason, and communicate within subject disciplines. Cognitive discourse functions (CDFs) provide a framework for describing these language demands in Science and have recently been aligned with CEFR descriptors to support teaching and assessment. This mixed-methods study examines how pre-service and in-service teachers enga…
The Effects of CLIL and Sources of Individual Differences on Receptive and Productive EFL Skills at the Onset of Primary School
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Pa…
Third language English performance at the onset of schooling
Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results.This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of L3-English lexical and grammatical receptive abilities in Catalan-Spanish bilingual learners in Catalonia.The …
Productive vocabulary learning in pre-primary education through soft CLIL
The present study aims to contribute to the field of Foreign Language (FL) acquisition by analysing English as a Foreign Language (EFL) vocabulary learning in pre-primary education learners following a Content and Language Integrated Learning (CLIL) programme. Although the present study focuses on productive vocabulary acquisition, such results are later compared to receptive vocabulary findings reported in a previous study following the same lea…
Adjunct instruction in higher education
This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruct…
The impact of age and exposure on EFL achievement in two learning contexts
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for hours of exposure (1.330–1.400) in a first comparison, and secondly, for age (13–14 years old). When m…
Does gender have an impact on the potential benefits learners may achieve in two contexts compared
This study focuses on the degree of influence of one individual factor, namely gender, on the level of English competence attained in two different groups of intermediate-level Catalan Spanish adolescent learners of English as a foreign language: the first group (Group A) is 1 year younger and follows formal instruction (FI) and in parallel content and language integrated learning (CLIL) instruction (FI + CLIL). That is, the group receives some ‘…
Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing
This study investigates the differential effects of two learning contexts, formal instruction (FI) and content and language integrated learning (CLIL), on the written production skills of intermediate-level Catalan Spanish adolescent learners of English as a foreign language. Written samples elicited through a composition at two data collection times over one academic year were quantitatively and qualitatively assessed for complexity, accuracy, a…
The linguistic impact of a CLIL Science programme
Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing
This study investigates the differential effects of two learning contexts, formal instruction (FI) and content and language integrated learning (CLIL), on the written production skills of intermediate-level Catalan Spanish adolescent learners of English as a foreign language. Written samples elicited through a composition at two data collection times over one academic year were quantitatively and qualitatively assessed for complexity, accuracy, a…
The linguistic impact of a CLIL Science programme
Does gender have an impact on the potential benefits learners may achieve in two contexts compared
This study focuses on the degree of influence of one individual factor, namely gender, on the level of English competence attained in two different groups of intermediate-level Catalan Spanish adolescent learners of English as a foreign language: the first group (Group A) is 1 year younger and follows formal instruction (FI) and in parallel content and language integrated learning (CLIL) instruction (FI + CLIL). That is, the group receives some ‘…
The impact of age and exposure on EFL achievement in two learning contexts
This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for hours of exposure (1.330–1.400) in a first comparison, and secondly, for age (13–14 years old). When m…
Productive vocabulary learning in pre-primary education through soft CLIL
The present study aims to contribute to the field of Foreign Language (FL) acquisition by analysing English as a Foreign Language (EFL) vocabulary learning in pre-primary education learners following a Content and Language Integrated Learning (CLIL) programme. Although the present study focuses on productive vocabulary acquisition, such results are later compared to receptive vocabulary findings reported in a previous study following the same lea…
Adjunct instruction in higher education
This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruct…
The Effects of CLIL and Sources of Individual Differences on Receptive and Productive EFL Skills at the Onset of Primary School
Research on the implementation of CLIL at the onset of primary school is limited and has largely overlooked the role of other sources of individual differences. This study investigated the effects of the CLIL approach to English learning, together with the effects of out-of-school exposure to the language through media and other sources of individual differences, in a sample of Grade 1 students in Catalonia (Spain) using a longitudinal design. Pa…
Third language English performance at the onset of schooling
Research on the effects of bilingualism on third language (L3) development set in bilingual communities is scarce, outdated, and has provided mixed results.This study investigated the effects of exposure and age of onset of acquisition (AOA) of L3-English, as well as first and second language (L1/L2) skills and use, in the development of L3-English lexical and grammatical receptive abilities in Catalan-Spanish bilingual learners in Catalonia.The …
Understanding and applying Cefr-aligned descriptors for science cognitive discourse functions in CLIL classrooms
In content and language integrated learning (CLIL) contexts, disciplinary literacy highlights how language is used to think, reason, and communicate within subject disciplines. Cognitive discourse functions (CDFs) provide a framework for describing these language demands in Science and have recently been aligned with CEFR descriptors to support teaching and assessment. This mixed-methods study examines how pre-service and in-service teachers enga…
Second Language Learning and Teaching (9 works) · Mathematics education (8 works) · Psychology (8 works) · Linguistics (7 works) · Foreign language (6 works) · Content and language integrated learning (5 works) · EFL/ESL Teaching and Learning (5 works) · Catalan (4 works) · Pedagogy (4 works) · Second Language Acquisition and Learning (4 works)