Francisco Lorenzo
Biographic Data
| ID | 6480322 |
|---|---|
| NAME | Francisco Lorenzo |
| GIVEN NAMES | Francisco |
| FAMILY NAME | Lorenzo |
| SIGNATURE | LORENZO F |
| AFFILIATIONS | Universidad Pablo de Olavide |
| ORCID | 0000-0002-7710-0363 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Assessing bilingual historical narratives
The assessment of historical narratives, particularly in bilingual education contexts, presents unique challenges due to the intricate interplay of communicative and disciplinary competences. This study aims to provide a quantitative validation for B1 and B2 level CEFR-aligned descriptors developed to measure historical literacy competence by analyzing the reliability of the measures obtained for the raters and for the properties and functioning …
Assessment of History, Mathematics and Science literacy in multilingual education with the Common European Framework of Reference
Language is essential for mastering academic subjects. Yet whether and how subject-specific discourse is mastered alongside subject-learning remains understudied. There is, therefore, urgency to delineate tools which (1) help teachers objectively gauge how well students have mastered discipline-specific notions in an L1 or an L2, and (2) design instruction which caters to such holistic academic achievement. Here, we propose, and illustrate, how o…
Adapting the Common European Framework of Reference for history, mathematics and science in a second language
A portrait of academic literacy in mid-adolescence
This study describes academic literacy development during mid-adolescence, when learners need to adjust to the demands of academic discourse as a gateway to linguistic adulthood. Unlike most research to date, which is cross-sectional and detached from disciplinary content, this study provides a two-year longitudinal description of academic language in the form of history essays. During the two-year study, a group of 20 students (whose first langu…
Academic Language as Linguistic Capital – A Window to Social Justice
Evidence for the interdependence hypothesis
However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of history narratives, based on history curriculum content, was collected during ninth and tenth grade. These…
A tale of two cities
This study analyses the implementation of CLIL in two monolingual regions of Spain: Madrid and Andalusia. As a matter of fact, as these two regions have been mostly governed by political parties with contrasting ideologies, this may have affected the way in which CLIL has been implemented. Firstly, this paper will offer a literature review of the outcomes that the CLIL programme has produced in the two regions according to research. Secondly, the…
Equity in Bilingual Education
Previous research has raised concerns that equity may be compromised in content and language integrated learning (CLIL) education, creating schisms in otherwise fairly egalitarian education systems. In Andalusia (southern Spain), where bilingual education has expanded, this article aims to analyze the difference between CLIL bilingual education and traditional monolingual education in terms of student equity indicators. A sample of over 3,800 stu…
European bilingual models beyond lingua franca
"You Can Stand Under My Umbrella"
Classrooms the world over are full of people who, for different reasons, are learning additional languages and/or are studying through languages that are not their first. Gaining insight into such contexts is complicated for researchers and practitioners alike by the myriad of contextual variables that come with different implementations and make comparison and generalization a tricky business. We welcome Cenoz et al.’s (2013) article as an impor…
Onset and expansion of L2 cognitive academic language proficiency in bilingual settings
Genre-based curricula
This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language organisation in CLIL education based on genres resulting in a multilingual genre map across the curriculum. …
On Complexity in Bilingual Research
This article proposes that a complex issue such as bilingualism gives rise to a need for complex research. Complexity theories, both in the psycholinguistic and educational fields, may inspire new empirical studies on bilingualism that will likely provide data otherwise unattainable through classic pre-test/post-test methods. The article also warns against hardcore educational egalitarianism which may seriously harm Content and Language Integrate…
The Effects of Content and Language Integrated Learning in European Education
Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence of European CLIL and by comparing it with other, non-European bilingual education initiatives and then…
Políticas lingüísticas europeas
El artículo plantea los principios de las políticas lingüísticas del Consejo de Europa. Se parte del análisis de las teorías del aprendizaje y del lenguaje subyacentes en los documentos creados por los organismos oficiales de la Unión que intentan regular un enfoque integrado y común de la enseñanza de idiomas en el continente. Entre otros principios que se abordan se encuentran la superación del binomio de lenguas de identificación/lenguas de co…
Déficit de aprendizaje y déficit motivacional
En los estudios de adquisición de segundas lenguas (EASL) se ha acuñado el término hipótesis resultativa (Ellis, 1994) como explicación del déficit de motivación y aprendizaje de idiomas. Esta teoría, que apunta a sus dos términos —motivación y aprendizaje—como elementos íntimamente conectados e interdependientes, puede ser útil como elemento de análisis de la realidad de la enseñanza de idiomas—y más concretamente del inglés—en el actual Sistema…
Onset and expansion of L2 cognitive academic language proficiency in bilingual settings
Déficit de aprendizaje y déficit motivacional
En los estudios de adquisición de segundas lenguas (EASL) se ha acuñado el término hipótesis resultativa (Ellis, 1994) como explicación del déficit de motivación y aprendizaje de idiomas. Esta teoría, que apunta a sus dos términos —motivación y aprendizaje—como elementos íntimamente conectados e interdependientes, puede ser útil como elemento de análisis de la realidad de la enseñanza de idiomas—y más concretamente del inglés—en el actual Sistema…
Déficit de aprendizaje y déficit motivacional
En los estudios de adquisición de segundas lenguas (EASL) se ha acuñado el término hipótesis resultativa (Ellis, 1994) como explicación del déficit de motivación y aprendizaje de idiomas. Esta teoría, que apunta a sus dos términos —motivación y aprendizaje—como elementos íntimamente conectados e interdependientes, puede ser útil como elemento de análisis de la realidad de la enseñanza de idiomas—y más concretamente del inglés—en el actual Sistema…
Políticas lingüísticas europeas
El artículo plantea los principios de las políticas lingüísticas del Consejo de Europa. Se parte del análisis de las teorías del aprendizaje y del lenguaje subyacentes en los documentos creados por los organismos oficiales de la Unión que intentan regular un enfoque integrado y común de la enseñanza de idiomas en el continente. Entre otros principios que se abordan se encuentran la superación del binomio de lenguas de identificación/lenguas de co…
The Effects of Content and Language Integrated Learning in European Education
Content and Language Integrated Learning (CLIL) represents an increasingly popular pedagogic approach that has evolved in response to the recognised need for plurilingual competence in Europe. In this article, we present key findings from one of the first large-scale, multidimensional CLIL evaluation projects. We begin by outlining the emergence of European CLIL and by comparing it with other, non-European bilingual education initiatives and then…
On Complexity in Bilingual Research
This article proposes that a complex issue such as bilingualism gives rise to a need for complex research. Complexity theories, both in the psycholinguistic and educational fields, may inspire new empirical studies on bilingualism that will likely provide data otherwise unattainable through classic pre-test/post-test methods. The article also warns against hardcore educational egalitarianism which may seriously harm Content and Language Integrate…
Genre-based curricula
This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language organisation in CLIL education based on genres resulting in a multilingual genre map across the curriculum. …
"You Can Stand Under My Umbrella"
Classrooms the world over are full of people who, for different reasons, are learning additional languages and/or are studying through languages that are not their first. Gaining insight into such contexts is complicated for researchers and practitioners alike by the myriad of contextual variables that come with different implementations and make comparison and generalization a tricky business. We welcome Cenoz et al.’s (2013) article as an impor…
Onset and expansion of L2 cognitive academic language proficiency in bilingual settings
European bilingual models beyond lingua franca
Equity in Bilingual Education
Previous research has raised concerns that equity may be compromised in content and language integrated learning (CLIL) education, creating schisms in otherwise fairly egalitarian education systems. In Andalusia (southern Spain), where bilingual education has expanded, this article aims to analyze the difference between CLIL bilingual education and traditional monolingual education in terms of student equity indicators. A sample of over 3,800 stu…
Evidence for the interdependence hypothesis
However influential the interdependence hypothesis has become in bilingual research, it still lacks full empirical support. This longitudinal study explores the parallels in the biliteracy development (L1 Spanish and L2 English) of 20 students in a European immersion programme (i.e. CLIL) over a two-year period. A bilingual learner corpus of history narratives, based on history curriculum content, was collected during ninth and tenth grade. These…
A tale of two cities
This study analyses the implementation of CLIL in two monolingual regions of Spain: Madrid and Andalusia. As a matter of fact, as these two regions have been mostly governed by political parties with contrasting ideologies, this may have affected the way in which CLIL has been implemented. Firstly, this paper will offer a literature review of the outcomes that the CLIL programme has produced in the two regions according to research. Secondly, the…
A portrait of academic literacy in mid-adolescence
This study describes academic literacy development during mid-adolescence, when learners need to adjust to the demands of academic discourse as a gateway to linguistic adulthood. Unlike most research to date, which is cross-sectional and detached from disciplinary content, this study provides a two-year longitudinal description of academic language in the form of history essays. During the two-year study, a group of 20 students (whose first langu…
Academic Language as Linguistic Capital – A Window to Social Justice
Assessing bilingual historical narratives
The assessment of historical narratives, particularly in bilingual education contexts, presents unique challenges due to the intricate interplay of communicative and disciplinary competences. This study aims to provide a quantitative validation for B1 and B2 level CEFR-aligned descriptors developed to measure historical literacy competence by analyzing the reliability of the measures obtained for the raters and for the properties and functioning …
Assessment of History, Mathematics and Science literacy in multilingual education with the Common European Framework of Reference
Language is essential for mastering academic subjects. Yet whether and how subject-specific discourse is mastered alongside subject-learning remains understudied. There is, therefore, urgency to delineate tools which (1) help teachers objectively gauge how well students have mastered discipline-specific notions in an L1 or an L2, and (2) design instruction which caters to such holistic academic achievement. Here, we propose, and illustrate, how o…
Adapting the Common European Framework of Reference for history, mathematics and science in a second language
Second Language Learning and Teaching (13 works) · Psychology (11 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Mathematics education (7 works) · Sociology (7 works) · Computer Science (6 works) · Pedagogy (6 works) · Political science (6 works) · Bilingual education (5 works)