Publications (29) BEATRIZ PILAR LÓPEZ MEDINA publications

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2025

  1. Making Meaning: Exploiting Bilingual/Multilingual Picturebooks through Translanguaging and Beyond

    Creative Readings of Multilingual Picturebooks: International and Transdisciplinary Perspectives (Taylor and Francis), pp. 155-169

2024

  1. Pre-Service Teachers’ Beliefs About Language Learning and Communication Strategies: Does Language Proficiency Make a Difference?

    Electronic Journal of Foreign Language Teaching, Vol. 21, Núm. 2, pp. 198-214

  2. Unlocking Multilingual Classrooms: Preprimary Teachers’ Perspectives on Inclusive Pedagogy in Spain

    Sustainable Multilingualism, Vol. 25, Núm. 1, pp. 226-251

2023

  1. Early Bilingual Education: A General Bibliometric Approach and Content Analysis Using SciMAT

    Miscelánea: A journal of english and american studies, Núm. 68, pp. 61-84

  2. From Seed to Plant: Early Forms of Scientific Literacy Through an Additional Language in Pre-primary Education

    Handbook of CLIL in pre-primary education (Springer International Publishing AG), pp. 589-596

2022

  1. Hacia el perfil del auxiliar de conversación en el contexto europeo: Características, roles y funciones en el siglo XXI

    Elia: Estudios de lingüística inglesa aplicada, Núm. 22, pp. 15-44

  2. Plurilingual Outcomes in Plurilingual CLIL Settings: A Case Study of Translanguaging in Secondary Education in Latvia

    Bi- and Multilingualism from Various Perspectives of Applied Linguistics (V&R unipress), pp. 293-312

  3. Scaffolding: cuándo, cómo y para qué utilizarlo en el aula de español como lengua extranjera (E/LE)

    Editorial Comares

2021

  1. Developing pre-service teachers’ digital communication and competences through service learning for bilingual literacy

    Training, Language and Culture, Vol. 5, Núm. 1, pp. 57-67

  2. Experiential learning through genre pedagogy: Service learning in the Primary Education Degree

    Transformación universitaria: retos y oportunidades (Ediciones Universidad de Salamanca), pp. 39-47

  3. On the development of a CLIL textbook evaluation checklist: A focus group study

    TESL-EJ, Vol. 25, Núm. 1

  4. Promoting Metacognitive and Linguistic Skills: Digital Learning Logs in Pre-Service Teacher Training

    Journal of Language and Education, Vol. 7, Núm. 4, pp. 117-126

2020

  1. From instrumental Literacies to key COmpetences: Foreign Languages and Digitalization in the European Higher Education Area (EHEA)

    Alfabetización en la nueva docencia (Tirant lo Blanch), pp. 215-228

  2. From instrumental literacies to key competences: foreign languages and digitalization in the European Higher Education Area (EHEA)

    X Congreso Universitario Internacional sobre Contenidos, Investigación, Innovación y Docencia: (CUICIID 2020). Libro de Actas

  3. Language Assistants’ Expectations Towards their Role and Main Functions: the Case of Madrid’s Bilingual Schools

    Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, Núm. 33, pp. 95-109

2019

  1. Attentional Capacity and Written Production in English (L1 and L2) and Spanish (L1) within the Framework of Erasmus+ Project

    Empirical studies in multilingualism: Analysing Contexts and Outcomes (Peter Lang), pp. 103-130

2017

  1. Aportes del enfoque AICLE a la enseñanza de lenguas extranjeras

    La adquisición de la Lengua Española: aprendizaje, enseñanza, evaluación: Estudios en homenaje a Marta Baralo Ottonello (Autores de Argentina)

  2. Bilingualism and executive functions: inhibitory control, attention focus and second language level

    Experiencias plurilingües en la enseñanza de lenguas extranjeras (Octaedro), pp. 83-93

  3. Bilingüismo y funciones ejecutivas

    Funciones ejecutivas y aprendizaje: experiencias en educación superior (Thomson Reuters Aranzadi), pp. 249-268

2016

  1. Developing a CLIL textbook evaluation checklist

    Latin American Journal of Content & Language Integrated Learning, Vol. 9, Núm. 1, pp. 159-173