Francisco Lorenzo

发表

The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project

Francisco Lorenzo, Francisco Lorenzo, S. Casal, 2010 .

The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history

Francisco Lorenzo, Francisco Lorenzo, Adrián Granados, 2019, Journal of English for Academic Purposes.

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

Francisco Lorenzo, Adrián Granados, Antonio Lorenzo-Espejo, 2021, International Journal of Bilingual Education and Bilingualism.

Equity in Bilingual Education: Socioeconomic Status and Content and Language Integrated Learning in Monolingual Southern Europe

Nuria Rico, Francisco Lorenzo, Adrián Granados, 2020 .

On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning--A Reply to Bruton (2011).

Francisco Lorenzo, S. Casal, Pat Moore, 2011 .

Languages of schooling in European policymaking: present state and future outcomes

Francisco Lorenzo, Fernando Trujillo, 2017 .

Historical literacy in bilingual settings: Cognitive academic language in CLIL history narratives

Francisco Lorenzo, 2017 .

Genre-based curricula: multilingual academic literacy in content and language integrated learning

Francisco Lorenzo, 2013 .

Task-based learning and content and language integrated learning materials design: process and product

Francisco Lorenzo, Pat Moore, 2015 .

A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school

Francisco Lorenzo, Adrián Granados, Antonio Lorenzo-Espejo, 2022, Language and Education.

European language policies in monolingual southern Europe: Implementation and outcomes

Francisco Lorenzo, Pat Moore, 2009 .

Instructional discourse in bilingual settings. An empirical study of linguistic adjustments in content and language integrated learning

Francisco Lorenzo, 2008 .

More Than Content and Language: The Complexity of Integration in CLIL and Bilingual Education

Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares, 2016 .

English L2 connectives in academic bilingual discourse: A longitudinal computerised analysis of a learner corpus

Francisco Lorenzo, Adrián Granados, 2021, Revista signos.

"You Can Stand under My Umbrella": Immersion, Clil and Bilingual Education. a Response to Cenoz, Genesee & Gorter (2013).

Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares, 2014 .

European bilingual models beyond linguafranca: key findings from CLIL French programs

Francisco Lorenzo, V. Pavón, América Pérez, 2016 .

Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL

Francisco Lorenzo, Leticia Rodríguez, Francisco Lorenzo, 2014 .

European bilingual models beyond linguafranca: key findings from CLIL French programs

Francisco Lorenzo, V. Pavón, América Pérez, 2015, Language Policy.

A tale of two cities

Francisco Lorenzo, Adrián Granados, 2022, AILA Review.

THE SOCIOLINGUISTICS OF CLIL: LANGUAGE PLANNING AND LANGUAGE CHANGE IN 21

Francisco Lorenzo, 2007 .

An Analytical Framework of Language Integration in L2 Content-based Courses: The European Dimension

Francisco Lorenzo, 2007 .

On the natural emergence of language structures in CLIL: Towards a theory of European educational bilingualism

Francisco Lorenzo, Pat Moore, Francisco Lorenzo, 2010 .