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The effect of parental education level on perceptions about CLIL: a study in Andalusia
16 references·4 citing·46 second hop
The effect of parental education level on perceptions about CLIL: a study in Andalusia (2019)The effect of parental education level on…Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain (2017)Analysing students’ content-l…CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences (2016)CLIL students' perceptions of…Language ‘skills’ and the neoliberal English education industry (2015)Language ‘skills’ and the neo…EVALUATING A BILINGUAL EDUCATION PROGRAM IN SPAIN: THE IMPACT BEYOND FOREIGN LANGUAGE LEARNING (2015)EVALUATING A BILINGUAL EDUCAT…Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations (2014)Exploring primary school CLIL…Content and Language Integrated Learning: Panacea or Policy Borrowing Myth? 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(2014)Engineering lecturers’ views on CLIL and EMI (2015)Towards an analysis of discourse (1977)Worlds of Written Discourse : A Genre-Based View (2004)Common European Framework of Reference for Languages: learning, teaching, assessment (2009)Research Methods in Education (2007)Ten Common Misunderstandings, Misconceptions, Persistent Myths and Urban Legends about Likert Scales and Likert Response Formats and their Antidotes (2007)Resolving the 50‐year debate around using and misusing Likert scales (2008)Improving the content validity of the mixed methods appraisal tool: a modified e-Delphi study (2019)Socioeconomic disadvantage and child development. 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References

  • 2005Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research4,677 cited
  • 1991Meta-Analytic Procedures for Social Research4,635 cited
  • 2004Likert scales: how to (ab)use them2,423 cited
  • 2008Foreign Language Competence in Content and Language Integrated Courses~!2008-03-28~!2008-05-27~!2008-06-11~!355 cited
  • 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project335 cited
  • 2011Is CLIL so beneficial, or just selective? Re-evaluating some of the research284 cited
  • 2015EVALUATING A BILINGUAL EDUCATION PROGRAM IN SPAIN: THE IMPACT BEYOND FOREIGN LANGUAGE LEARNING241 cited
  • 2009Human Development in Societal Context240 cited
  • 2013CLIL: Some of the reasons why … and why not227 cited
  • 2013Content and Language Integrated Learning: A research agenda169 cited
  • 2017Analysing students’ content-learning in science in CLIL vs. non-CLIL programmes: empirical evidence from Spain164 cited
  • 2013Content and Language Integrated Learning: Panacea or Policy Borrowing Myth?153 cited
  • 2015Language ‘skills’ and the neoliberal English education industry152 cited
  • 2014Exploring primary school CLIL perceptions in Catalonia: students', teachers' and parents' opinions and expectations

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101 cited
  • 2016CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences99 cited
  • 2011Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010)94 cited
  • Cited by

    • 2021Identifying difficulties and best practices in catering to diversity in CLIL: instrument design and validation23 cited
    • 2021Attention to diversity in bilingual education: student and teacher perspectives in Spain19 cited
    • 2024Parental Perceptions of Bilingual Education: A Study of Parental Views on Schools and Teachers4 cited
    • 2025Inclusion in culturally and linguistically diverse bilingual schools in the Netherlands: promising beginnings, ongoing challenges4 cited