Ana María
Halbach
Catedrático/a de Universidad
Publicaciones (48) Publicaciones de Ana María Halbach
2024
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Adaptando la enseñanza del inglés al enfoque AICLE: el efecto del Literacy Approach en la motivación de los estudiantes
Revista de educación, Núm. 403, pp. 61-88
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Families, Language, and Equal Opportunities: Identifying Good Practices in Family Literacy Projects
Early Childhood Education Journal, Vol. 52, Núm. 4, pp. 693-703
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Looking at different formats of professional development in the context of EFL teacher education in CLIL programmes: An exercise in reflective practice
Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning Examples from Europe (Taylor and Francis), pp. 223-236
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Teachers’ views on their methodology and their profiles: in search of the possible reasons for the levelling effect of CLIL
Journal of Multilingual and Multicultural Development, Vol. 45, Núm. 4, pp. 1112-1126
2023
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Differences between CLIL and non-CLIL students: motivation, autonomy and identity
Journal of Multilingual and Multicultural Development, Vol. 44, Núm. 7, pp. 626-640
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Giving ELT a Content of Its Own: How Focusing on Literacy Development Impacts Primary CLIL Students’ Reading Performance
English Teaching and Learning, Vol. 47, Núm. 3, pp. 271-290
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Nivel socioeconómico y enseñanza bilingüe
Cuadernos de pedagogía, Núm. 543
2022
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The Literacy Approach to Teaching Foreign Languages
Springer International Publishing, pp. 1-108
2020
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Responsible, competent and with a sense of belonging: an explanation for the purported levelling effect of CLIL
International Journal of Bilingual Education and Bilingualism, pp. 1-15
2019
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English language teaching goes CLIL: Fostering literacy and language development in secondary schools in Spain
The Routledge Handbook of Language Education Curriculum Design (Taylor and Francis), pp. 175-189
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Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects
Language and Education, Vol. 33, Núm. 5, pp. 416-430
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Inglés en tiempos de CLIL: propuesta para una nueva metodología para las clases de inglés
Revista Padres y Maestros / Journal of Parents and Teachers, Núm. 378, pp. 6-10
2018
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A literacy approach to language teaching: a proposal for FL teaching in CLIL contexts
Pulso: revista de educación, Núm. 41, pp. 205-223
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Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)
International Journal of Bilingual Education and Bilingualism, Vol. 21, Núm. 3, pp. 349-365
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Knowledge ecology for conceptual growth: teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL)
International journal of bilingual education and bilingualism, Vol. 21, Núm. 3, pp. 349-365
2016
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Beware of the optimism of the internet age: In response to rupert wegerif's 'applying dialogic theory to illuminate the relationship between literacy education and teaching thinking in the context of the internet age'
L1 Educational Studies in Language and Literature, Vol. 16, Núm. 1, pp. 1-8
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Empowering Teachers, Triggering Change: A Case Study of Teacher Training through Action Research
ESE: Estudios sobre educación., Núm. 31, pp. 57-73
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Interventions: Les dimensions linguistiques de toutes les matières scolaires Conseil de l'Europe
European Journal of Language Policy, Vol. 8, Núm. 2, pp. 225-279
2015
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A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Language, Culture and Curriculum, Vol. 28, Núm. 1, pp. 41-57
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‘Thinking together’ and its effect on students’ language performance
ELT journal: An international journal for teachers of English to speakers of other languages, Vol. 69, Núm. 3, pp. 286-296