María Ángeles Hidalgo
Biographic Data
| ID | 6479912 |
|---|---|
| NAME | María Ángeles Hidalgo |
| GIVEN NAMES | María Ángeles |
| FAMILY NAME | Hidalgo |
| SIGNATURE | HIDALGO M A |
| AFFILIATIONS | Universidad Pública de Navarra (UPNA) |
| ORCID | 0000-0002-7131-1880 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Exploring multilingual contexts
Despite the abundant research comparing Content and Language Integrated Learning (CLIL) and non-CLIL outcomes in monolingual school contexts, evidence from multilingual settings, particularly those combining CLIL with minority language immersion programmes, remains scarce. This study addresses this gap by examining the written production of primary school learners of English as a third language, considering also the role of socio-economic status …
Intensity matters in CLIL
The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's gro…
Procedural repetition in task-based interaction among young EFL learners
Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to …
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
Intensity matters in CLIL
The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's gro…
Procedural repetition in task-based interaction among young EFL learners
Interactive tasks are valuable tools for L2 learners and have long made their way into language lessons. Among the different task conditions, only few studies have dealt with procedural repetition, which consists of repeating the same task type with different contents and which is frequently used in schools. In this study we explore the effects of procedural repetition on the oral interactions of ten pairs of English learners (age 11) who had to …
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
Intensity matters in CLIL
The implementation of L2-medium education, exemplified by Content and Language Integrated Learning (CLIL), is becoming increasingly popular in primary schools (García Mayo, 2021). While previous research highlights CLIL's positive impact on linguistic competence (Jiménez-Catalán & Ruiz de Zarobe, 2009), differences in linguistic achievement are often associated with varying exposure hours (Pladevall-Ballester & Vallbona, 2016). Despite CLIL's gro…
Exploring multilingual contexts
Despite the abundant research comparing Content and Language Integrated Learning (CLIL) and non-CLIL outcomes in monolingual school contexts, evidence from multilingual settings, particularly those combining CLIL with minority language immersion programmes, remains scarce. This study addresses this gap by examining the written production of primary school learners of English as a third language, considering also the role of socio-economic status …
Second Language Learning and Teaching (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistics (3 works) · Mathematics education (3 works) · Psychology (3 works) · Second Language Acquisition and Learning (3 works) · Computer Science (2 works) · Foreign language (2 works) · Pedagogy (2 works) · Active listening (1 work)