Beatriz Cortina Pérez
Biographic Data
| ID | 6659765 |
|---|---|
| NAME | Beatriz Cortina Pérez |
| GIVEN NAMES | Beatriz Cortina |
| FAMILY NAME | Pérez |
| SIGNATURE | PÉREZ B C |
| AFFILIATIONS | Universidad de Granada |
| ORCID | 0000-0003-2716-1333 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
EFL teachers’ agency in Spanish preschools
This article examines how EFL teachers in early childhood education in Spain conceptualise multilingualism and how these conceptualisations relate to their teaching strategies and forms of agency. The study is based on five focus groups conducted in different regions of Spain (monolingual and bilingual) and analyses the data using a constructivist grounded theory approach with MAXQDA software. The results show that teachers’ attitudes towards mul…
Is ‘translanguaging’ an educational concept? A comparative bibliometric analysis of ‘translanguaging’ research from linguistic and the educational perspectives
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada
Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today’s pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the University of Granada (Spain) to evaluate how CLIL teachers’ competences are perceived by Preschool Pre-serv…
Exploring the ideal foreign language teacher profile in Spanish preschools
The democratisation of early childhood education and care and the promotion of plurilingualism across Europe have facilitated the implementation of educational projects and research on early language learning at the pre-primary stage. However, in Spain and similar foreign language (FL) education contexts, it is not clear who should be implementing this early introduction of the FL, what their qualifications should be, or what preparation they req…
Digital illiteracy
In the light of different studies carried out at European and national level, it is unclear if the use of Information Society Technologies (ISTs) in the teaching-learning process is fulfilling initial expectations. Considering that teachers are the keystone upon which the required transformation is to be built, we consider the following questions: are teachers digitally illiterate? Do they have other reasons for not integrating ISTs in their clas…
No prominent works on this page.
Digital illiteracy
In the light of different studies carried out at European and national level, it is unclear if the use of Information Society Technologies (ISTs) in the teaching-learning process is fulfilling initial expectations. Considering that teachers are the keystone upon which the required transformation is to be built, we consider the following questions: are teachers digitally illiterate? Do they have other reasons for not integrating ISTs in their clas…
Exploring the ideal foreign language teacher profile in Spanish preschools
The democratisation of early childhood education and care and the promotion of plurilingualism across Europe have facilitated the implementation of educational projects and research on early language learning at the pre-primary stage. However, in Spain and similar foreign language (FL) education contexts, it is not clear who should be implementing this early introduction of the FL, what their qualifications should be, or what preparation they req…
Analysing CLIL Teacher Competences in Pre-service Preschool Education. A Case Study at the University of Granada
Given the importance of bilingual programmes and CLIL (Content and Language Integrated Learning), a methodological approach that holds up bilingual education all across Europe, it is essential to ensure today’s pre-service teachers become efficient CLIL practitioners in the short run. For that reason, we have analysed the case study of the University of Granada (Spain) to evaluate how CLIL teachers’ competences are perceived by Preschool Pre-serv…
Is ‘translanguaging’ an educational concept? A comparative bibliometric analysis of ‘translanguaging’ research from linguistic and the educational perspectives
EFL teachers’ agency in Spanish preschools
This article examines how EFL teachers in early childhood education in Spain conceptualise multilingualism and how these conceptualisations relate to their teaching strategies and forms of agency. The study is based on five focus groups conducted in different regions of Spain (monolingual and bilingual) and analyses the data using a constructivist grounded theory approach with MAXQDA software. The results show that teachers’ attitudes towards mul…
Pedagogy (4 works) · EFL/ESL Teaching and Learning (3 works) · Mathematics education (3 works) · Psychology (3 works) · Bilingual education (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Early childhood (2 works) · Early childhood education (2 works) · Likert scale (2 works)