Evidence for the interdependence hypothesis: a longitudinal study of biliteracy development in a CLIL/bilingual setting

Granados, Adrián; Lorenzo-Espejo, Antonio; Lorenzo, Francisco

doi:10.1080/13670050.2021.2001428

Cited by 7 publications

(2 citation statements)

References 53 publications

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“…This research builds on a series of previous studies in the European field of CLIL (Granados, Lorenzo-Espejo & Lorenzo, 2021;Lorenzo & Granados, 2020;Lorenzo & Moore, 2009;Lorenzo & Rodríguez, 2014;Lorenzo, Granados & Rico, 2021), inquiring into issues such as the advantages of CLIL versus monolingual education and the description of incidental learning and positive transfer between an L1 and an L2. Particularly, Lorenzo, Granados and ávila (2019) explored the development of fluency, syntactic complexity, and text easability of the learner corpus analysed in this paper, and described the development in the use of connectives.…”

Section: Research Backgroundmentioning

confidence: 99%

A longitudinal study of L2 historical writing

2022

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Unlike most research performed to date on writing proficiency in formal settings—which is cross-sectional and unrelated to disciplinary content—the aim of this paper is to offer a longitudinal description of the lexical richness in the L2 historical writing of CLIL bilingual secondary school students over a three-year period. The automated tool Coh-Metrix 3.0 was used to analyse the evolution of the lexical diversity, density and sophistication of a learner corpus made up of 75 history essays composed by the same 15 students as part of their L2 (English-taught) history lessons. The results show an increase in the number of lexical items employed by the students and in the abstractness and associability of these items. This indicates that students improved their lexical richness, while developing their writing proficiency and history literacy skills.

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Section: Research Backgroundmentioning

confidence: 99%

A longitudinal study of L2 historical writing

2022

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“…These transformations provide students with the basic tools for expressing knowledge structures in the subject of history (such as complex causality and counterfactuality) while also enhancing their meaning potential. Furthermore, research has shown how these language parameters, which evolve in unison for all languages of instruction, develop consistently in the case of bilingual students participating in immersion programs (Granados et al., 2021). Naturally, since the map of language development that Uccelli has called for has yet to be plotted in full, it has all the makings of a major research avenue.…”

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confidence: 99%

Academic Language as Linguistic Capital – A Window to Social Justice: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Education”

Lorenzo

2023

Language Learning

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When the handbook Teaching Reading in Europe (European Education and Culture Executive Agency, Eurydice, 2011) saw the light of day, it begged the question of whether or not such a basic skill still deserved institutional attention more than 500 years after the invention of the printing press and following several millennia of formal education. The handbook was an official response to addressing the global problem of low literacy levels, a major cause of language deficits in one or more languages, learning deficits in all school areas, and life deficits since many life experiences, civil rights, and even health issues correlate with reading skills. Literacy, like any nonlinear system, causes a butterfly effect that connects the human faculty of language with all orders of social life.Uccelli's empirical research on school literacy, an issue that her contribution to this Jubilee volume also addresses, is crucial because she (a) has focused on the critical period between the so-called fourth grade slump and the ninth-grade cliff in middle school where learners mostly fail, (b) has studied

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