Publicaciones (46) Publicaciones de Ana María Halbach

2024

  1. 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

  2. Families, Language, and Equal Opportunities: Identifying Good Practices in Family Literacy Projects

    Early Childhood Education Journal, Vol. 52, Núm. 4, pp. 693-703

2023

  1. Differences between CLIL and non-CLIL students: motivation, autonomy and identity

    Journal of Multilingual and Multicultural Development, Vol. 44, Núm. 7, pp. 626-640

  2. 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

  3. Nivel socioeconómico y enseñanza bilingüe

    Cuadernos de pedagogía, Núm. 543

2022

  1. The Literacy Approach to Teaching Foreign Languages

    Springer International Publishing, pp. 1-108

2020

  1. 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

  1. 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

  2. Inching towards literacy in Madrid’s primary schools: a survey of school-wide projects

    Language and Education, Vol. 33, Núm. 5, pp. 416-430

  3. 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

  1. A literacy approach to language teaching: a proposal for FL teaching in CLIL contexts

    Pulso: revista de educación, Núm. 41, pp. 205-223

  2. 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

  3. 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

  1. 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

  2. Empowering Teachers, Triggering Change: A Case Study of Teacher Training through Action Research

    ESE: Estudios sobre educación., Núm. 31, pp. 57-73

  3. 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

  1. 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

  2. ‘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

2014

  1. Don't worry, mun and dad--, I will speak English!: la guía del bilingüismo del British Council School

    British Council

  2. Teaching (in) the foreign language in a CLIL context: Towards a new approach

    Utrecht Studies in Language and Communication (Brill Academic Publishers), pp. 1-14