ALGUNAS REFERENCIAS SOBRE ENSEÑANZA BILINGÜE

  • Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57, pp. 498-510.
  • Bialystok, E. (1997). Effects of bilingualism and biliteracy on children's emerging concepts of print. Developmental Psychology, 33 (3), pp. 429-440.
  • Bialystok, E. y Majumder, S. (1998). The relationship between bilingualism and the development of cognitive processes in problem solving. Applied Psycholinguistics, 19, pp. 69-85.
  • Canga Alonso, A. (2015). Receptive vocabulary of CLIL and non-CLIL primary and secondary school learners. Complutense Journal of English Studies, 23 (2015), pp. 59-77.
  • Castellano-Risco, I., Alejo-Gonzalez, R., Piquer-Píriz, A.M. (2020). The development of receptive vocabulary in CLIL vs EFL: Is the learning context the main variable? System, Volume 91,2020,102263, ISSN 0346-251X.
  • Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, pp. 121-129,
  • Dalton-Puffer, C. (2007). Discourse in content and language integrated learning (CLIL) classrooms. Amsterdam: John Benjamins.
  • Dalton-Puffer, C., Nikula, T. and Smit, U. (Eds.) (2010). Language use and language learning in CLIL classrooms. Amsterdam: John Benjamins.
  • Davidson, C. (2005). Learning your lines: Negotiating language and content in subject English. Linguistics and Education, 16(2), 219-237. doi: 10.1080/13670050.2013.777390
  • Falcón, E. and Lorenzo, F. (2015). “El desarrollo de la sintaxis compleja en L1y L2 en entornos educativos bilingües (CLIL). Un estudio de caso”, in E-Aesla, 1: 1-9.
  • Fernández-Sanjurjo, J., Fernández-Costales, A. & Arias Blanco, JM. (2019) Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain, International Journal of Bilingual Education and Bilingualism, 22:6, 661-674, DOI: 10.1080/13670050.2017.1294142.
  • Gallardo del Puerto, F., Martínez Adrián, M. (2013). Es más efectivo el aprendizaje de la lengua extranjera en un contexto AICLE? Padres y maestros.
  • Genesee, F. (1987). Learning through Two Languages: Studies in Immersion and Bilingual Education. Newbury House.
  • Genesee, F. (1994). Integrating language and content: Lessons from immersion. Educational Practice Report 11. National Centre for Research on Cultural Diversity and Second Language Learning.
  • Genesee, F. (2004). What do we know about bilingual education for majority language students? In T.K. Bhatia & W. Ritchie (Eds.), Handbook of Bilingualism and Multiculturalism, Blackwell, Malden, MA.
  • Gisbert, X., Martínez de Lis, M.J., &Gil, G. (2015). El Rendimiento en Lengua Inglesa en Programas Bilingües en España. Nabe Journal of Research and Practice. 6, pp. 1-57.
  • Grandinetti, M., Langellotti, M., & Ting, Y.-L. T. (2013). How CLIL can provide a pragmatic means to renovate science education – even in a sub-optimally bilingual context. International Journal of Bilingual Education and Bilingualism, 16(3), 354–374. 
  • Hermanto, N., Moreni, S. and Bialystok, E. (2012). “Linguistic and metalingustic outcomes of intense immersion education: How bilingual? in International Journal of Bilingual Education and Bilingualism, 15, 2: 131-145.
  • Hughes, S. (2010). “The effectiveness of bilingual education: A case study”. Paper presented at the 25th GRETA Convention: Celebrating 25 Years of Teacher Inspiration. Granada: University of Granada. ISSN 0898-589.
  • Jill Surmont, Esli Struys; Maurits van den Noort; Piet Van de Craen (2016).  The effects of CLIL on mathematical content learning: A longitudinal study. Studies in Second Language Learning and Teaching 6(2):319. DOI: 10.14746/ssllt.2016.6.2.7.
  • Kessler, C. y Quinn, M. E. (1980). Positive effects of bilingualism on Science problem-solving abilities. In J. Alatis (Ed.), Georgetown University round table on languages and linguistics (pp. 295-308). Washington, DC: Georgetown University Press.
  • Lasagabaster, D. (2008). Foreign Language Competence in Content and Language Integrated Courses. The Open Applied Linguistics Journal 1, pp. 31–42.
  • Lorenzo, F. and Rodríguez, L. (2014). “Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL”, in System, 47: 64-72.
  • Martínez Agudo,J.D, (2019).Which instructional programme (EFL or CLIL) results in better oral communicative competence? Updated empirical evidence from a monolingual context. Linguistics and Education,Volume 51,p. 69-7.
  • Pérez Cañado, M.  (2018).  CLIL and Educational Level: A Longitudinal Study on the Impact of CLIL on Language Outcomes. Porta Linguarum:  29, pp. 51-70.
  • Pérez Cañado, M. L. and Lancaster, N. K. (2017). The effects of CLIL on oral comprehension and production: a longitudinal case study, Language, Culture and Curriculum, 30:3, 300-316, DOI: 10.1080/07908318.2017.1338717.
  • Roquet, H.; Pérez-Vidal, C (2017). Do Productive Skills Improve in Content and Language Integrated Learning Contexts? The Case of Writing, Applied Linguistics, Volume 38, Issue 4, pp. 489–511.
  • Ruiz de Zarobe, Y. (2010). Written production and CLIL: An empirical study. In C. DaltonPuffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms, pp. 191–212. Amsterdam, the Netherlands: John Benjamins.
  • Sotoca Sienes, E. (2013). La repercusión del bilingüismo en el rendimiento académico en alumnos de colegios públicos de la Comunidad de Madrid. Revista Complutense de Educación.Vol. 25 No. 2 (2014), pp. 481-500.
  • Stephen P. Hughes & Daniel Madrid (2020) The effects of CLIL on content knowledge in monolingual contexts, The Language Learning Journal, 48:1, 48-59, DOI: 10.1080/09571736.2019.1671483.
  • Swain, M. y Lapkin, S. (1981). Bilingual education in Ontario: A decade of research. Toronto: Ontario Institute for Studies in Education.
  • Thomas W. P. y Collier, V. P. (2003). The Multiple Benefits of Dual Language. Educational Leadership, 61 (2), pp. 61-64.
  • Turnbull, M., Lapkin, S. y Hart, D. (2001). Grade 3 immersion students' performance in literacy and mathematics: Province-wide results from Ontario (1998-99). The Canadian Modern Language Review.58, pp. 9-26.
  • Vinuesa, V; Izquierdo, E.  (2019). Mitos y realidades sobre la educación bilingüe. Revista Espacios, Vol. 40 (Nº 21) Pág. 18. 
  • Whiting, E. and Feinauer, E. (2011). “Reasons for enrolment at a Spanish-English two way immersion charter school among highly motivated parents from a diverse community”, in International Journal of Bilingual Education and Bilingualism, 14, 6: 631-651.
  • Y.L.Teresa Ting (2011). CLIL … not only not immersion but also more than the sum of its parts. ELT Journal, Volume 65, Issue 3, pp. 314–317.