D. Lasagabaster

发表

Internationalisation, multilingualism and English‐medium instruction

Juan Manuel Sierra, Aintzane Doiz, D. Lasagabaster, 2011 .

Language friction and multilingual policies in higher education: the stakeholders' view

Juan Manuel Sierra, Aintzane Doiz, D. Lasagabaster, 2014 .

4 EMI in Spain Striving to maintain a multilingual balance

D. Lasagabaster, 2021 .

Epilogue: Multilingualism in Northern European Universities—Reflections from the South

Aintzane Doiz, D. Lasagabaster, 2020 .

Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level

D. Lasagabaster, 2018, Language Teaching.

Teachers’ and Students’ Second Language Motivational Self System in English-Medium Instruction: A Qualitative Approach

Aintzane Doiz, D. Lasagabaster, A. Doiz, 2018, TESOL Quarterly.

Integrating content and foreign language learning: What do CLIL students believe?

D. Lasagabaster, 2017 .

English achievement and student motivation in CLIL and EFL settings

David Lasagabaster, D. Lasagabaster, 2011 .

Commentary on Rumlich dissertation summary

D. Lasagabaster, 2017 .

Enclosing native speakerism: students’, parents’ and teachers’ perceptions of language teachers

D. Lasagabaster, Kebir Colmenero, 2020 .

The Impact of Type of Approach (CLIL Versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation

D. Lasagabaster, R. Beloqui, 2015 .

The effect of the early teaching of English on writing proficiency

Aintzane Doiz, D. Lasagabaster, A. Doiz, 2004 .

Learning beyond the classroom: students’ attitudes towards the integration of CLIL and museum-based pedagogies

D. Lasagabaster, Fabiana Fazzi, 2020 .

The effects of three bilingual education models on linguistic creativity

D. Lasagabaster, 2000 .

Inmigración y aprendizaje de lenguas en Canadá

D. Lasagabaster, 2004 .

The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study

D. Lasagabaster, Xabier San Isidro, 2019 .

A Longitudinal Study on the Impact of CLIL on Affective Factors

Aintzane Doiz, D. Lasagabaster, A. Doiz, 2015 .

The relationship between motivation, gender, L1 and possible selves in English-medium instruction

D. Lasagabaster, 2016 .

Attitudes Towards Basque, Spanish and English: An Analysis of the Most Influential Variables

D. Lasagabaster, 2005 .

Pondering motivational ups and downs throughout a two-month period: A complex dynamic system perspective

D. Lasagabaster, 2017 .

Enhancing L2 Motivation and English Proficiency through Technology

D. Lasagabaster, Flordelis González Mujico, 2019, Complutense Journal of English Studies.

Teaching staff's views about the internationalisation of higher education: the case of two bilingual communities in Spain

D. Lasagabaster, J. Cots, Guzman Mancho-Barés, 2013 .

What has changed over 18 years? Future teachers’ language use and attitudes towards multilingualism in the Basque Autonomous Community

D. Lasagabaster, Ada Bier, 2022, Language and Education.

Different Educational Approaches to Bi- or Multilingualism and Their Effect on Language Attitudes

D. Lasagabaster, 2015 .

Language Attitudes in CLIL and Traditional EFL Classes

D. Lasagabaster, J. Sierra, 2009 .

CLIL as a way to multilingualism

D. Lasagabaster, Jon Ander Merino, 2018 .

Translanguaging in Basque and English: practices and attitudes of university teachers and students

D. Lasagabaster, Iratxe Serna-Bermejo, 2022, International Journal of Multilingualism.

Lessons to Be Learned

D. Lasagabaster, Xabier San Isidro, 2020, Curriculum Integrated Language Teaching.

What do Students Think about the Pros and Cons of Having a Native Speaker Teacher

David Lasagabaster, Juan Manuel Sierra, D. Lasagabaster, 2005 .

Factors affecting teachers' beliefs about interculturalism

D. Lasagabaster, Enric Llurda, 2010 .

11. Future Challenges for English-Medium Instruction at the Tertiary Level

Aintzane Doiz, D. Lasagabaster, J. Sierra, 2012 .

English medium instruction: Global views and countries in focus

E. Macaro, D. Lasagabaster, A. Kirkpatrick, 2017, Language Teaching.

English-medium instruction at universities : global challenges

Aintzane Doiz, D. Lasagabaster, J. Sierra, 2013 .

The impact of CLIL on affective factors and vocabulary learning

D. Lasagabaster, A. Heras, 2015 .

Foreign Language Competence in Content and Language Integrated Courses

David Lasagabaster, D. Lasagabaster, 2008 .

Multilingualism in European bilingual contexts : language use and attitudes

D. Lasagabaster, Á. Huguet, 2007 .

University Students' Perceptions of Native and Non-native Speaker Teachers of English

D. Lasagabaster, J. Sierra, 2002 .

Bilingual Education in the Autonomous Regions of Spain

D. Lasagabaster, Fernando F. Ramallo, F. Vila, 2016 .

The Threshold Hypothesis Applied to Three Languages in Contact at School

David Lasagabaster, D. Lasagabaster, 1998 .

Bearing Multilingual Parameters in Mind when Designing a Questionnaire on Attitudes: Does this Affect the Results?

D. Lasagabaster, 2005 .

CLIL and motivation: the effect of individual and contextual variables

Aintzane Doiz, D. Lasagabaster, J. Sierra, 2014 .

Bilingualism, Immersion Programmes and Language Learning in the Basque Country

D. Lasagabaster, 2001 .

Multilingual policies and practices of universities in three bilingual regions in Europe

D. Lasagabaster, P. Garrett, J. Cots, 2012 .

THE IMPLEMENTATION OF CLIL AND ATTITUDES TOWARDS TRILINGUALISM

D. Lasagabaster, 2009 .

Multilingualism and Language Attitudes: Local Versus Immigrant Students' Perceptions

D. Lasagabaster, A. Ibarrarán, J. Sierra, 2008 .

Basque Diaspora in the USA and Language Maintenance

D. Lasagabaster, 2008 .

Erratum: Attitudes Towards English in the Basque Autonomous Community

D. Lasagabaster, 2004 .

Attitudes Towards English in the Basque Autonomous Community

D. Lasagabaster, 2003 .

Learning English as an L3

D. Lasagabaster, 1998 .

The Importance of Certification of English Medium Instruction teachers in Higher Education in Spain

E. Macaro, D. Lasagabaster, Antonio José Jiménez Muñoz, 1970, Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras.

Lessons to be learned: a professional development approach to curriculum planning in a multilingual school in Galicia

Francisco Xabier San Isidro Agrelo, D. Lasagabaster, 2020 .

Introduction: A Transnational Study in European Bilingual Contexts

D. Lasagabaster, Á. Huguet, 2006 .

Chapter 10. The Linguistic Issue in Some European Bilingual Contexts: Some Final Considerations

D. Lasagabaster, Á. Huguet, 2006 .

What does ‘international university’ mean at a European bilingual university? The role of languages and culture

Aintzane Doiz, D. Lasagabaster, J. Sierra, 2014 .

Globalisation, internationalisation, multilingualism and linguistic strains in higher education

Aintzane Doiz, D. Lasagabaster, J. Sierra, 2013 .

Native and non-native teachers in a minority language: An analysis of stakeholders’ opinions

D. Lasagabaster, Kebir Colmenero, 2023, International Journal of Bilingualism.

Immersion and CLIL in English: more differences than similarities

David Lasagabaster, Juan Manuel Sierra, D. Lasagabaster, 2010 .

Classroom observation: desirable conditions established by teachers

D. Lasagabaster, J. Sierra, 2011 .

“I always speak English in my classes”: Reflections on the use of the L1/L2 in English-medium instruction

D. Lasagabaster, 2017 .

Translanguaging: towards a dynamic model of bilingualism at school / Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela

David Lasagabaster, Ofelia García, D. Lasagabaster, 2014 .

The native/non-native teacher debate: insights into variables at play

D. Lasagabaster, Kebir Colmenero, 2022, Language Awareness.

Mappings and policies-in-the-making: toward an ontogenetic understanding of language-in-education policy

D. Lasagabaster, Jeremy Hurdus, 2018 .

Language Learning Motivation and Language Attitudes in Multilingual Spain From an International Perspective.

D. Lasagabaster, 2017 .

Linguistic demands and language assistance in EMI courses. What is the stance of Italian and Spanish undergraduates

D. Lasagabaster, F. Costa, Cristina Mariotti, 2020 .

Chapter 3. Language Use and Language Attitudes in the Basque Country

D. Lasagabaster, 2006 .

Multilingüismo y multiculturalismo en la escuela

D. Lasagabaster, J. Sierra, 2005 .

7. Maturational Constraints on Foreign-language Written Production

D. Lasagabaster, A. Doiz, 2003 .

Trilingualism at school: the place of English in Basque education

D. Lasagabaster, 2007 .

Chapter 2. Multilingual Educational Systems: An Added Challenge for Immigrant Students

D. Lasagabaster, 2009 .

CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences

D. Lasagabaster, A. Doiz, 2016 .

Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study

D. Lasagabaster, Xabier San Isidro, 2020, The Language Learning Journal.

The Effect of Knowledge About the L1 on Foreign Language Skills and Grammar

D. Lasagabaster, 2001 .

The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study

D. Lasagabaster, Jon Ander Merino, 2018 .

Management teams and teaching staff: do they share the same beliefs about obligatory CLIL programmes and the use of the L1?

D. Lasagabaster, A. Doiz, 2017 .

English-Medium Instruction in Higher Education

D. Lasagabaster, 2022 .

An analysis of the use of cognitive discourse functions in English-medium history teaching at university

D. Lasagabaster, A. Doiz, 2021 .

Motivation in Content and Language Integrated Learning (CLIL) Research

D. Lasagabaster, 2019, The Palgrave Handbook of Motivation for Language Learning.

5. Multilingual language policy: Is it becoming a misnomer at university level?

D. Lasagabaster, 2015 .

Language policy and language choice at European Universities: Is there really a ‘choice’?

D. Lasagabaster, 2015 .

Looking into English-medium instruction teachers’ metadiscourse: An ELF perspective

D. Lasagabaster, A. Doiz, 2022, System.

Literary awareness in the foreign language classroom

D. Lasagabaster, 1999 .

Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study

D. Lasagabaster, Xabier San Isidro, 2019, English Language Teaching.

The spread of multilingualism in higher education and its repercussions for language for specific purposes

D. Lasagabaster, 2023, Ibérica.

Classroom interaction in English-medium instruction: are there differences between disciplines?

D. Lasagabaster, A. Doiz, 2022, Language, Culture and Curriculum.

Teacher preparedness for English-medium instruction

D. Lasagabaster, 2022, Journal of English-Medium Instruction.

Studying in a 'multilingual university' at home or abroad: perspectives of home and international students in the Basque Country, Catalonia and Wales

D. Lasagabaster, P. Garrett, J. Cots, 2016 .

What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective

D. Lasagabaster, Ada Bier, 2023, International Journal of Linguistics.

Error Correction: Students’ Versus Teachers’ Perceptions

David Lasagabaster, Juan Manuel Sierra, D. Lasagabaster, 2005 .

Code-switching in a CLIL multilingual setting: a longitudinal qualitative study

David Lasagabaster, Xabier San Isidro, D. Lasagabaster, 2019 .