Amparo Lázaro-Ibarrola

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Full Professor

Universidad Pública de Navarra (UPNA)

Spain

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About

Amparo Lázaro-Ibarrola is a Full Professor at Universidad Publica de Navarra in Spain. Her research areas focus on bilingual education, particularly the impact of Content and Language Integrated Learning (CLIL) on young learners, reading comprehension, and collaborative writing among young EFL learners. Recent publications include investigations into CLIL intensity, multilingual reading strategies, and factors influencing language proficiency in primary education.

Recent Grants

Grant: Close

El impacto de la exposición en la motivación y competencia en lengua extranjera (inglés), mayoritaria (castellano) y minoritaria (euskera) en alumnado de educación primaria.

Open Date: 2020-09-01

Close Date: 2025-08-01

Grant: Close

Logros y motivación en inglés, euskera y castellano en Educación Primaria: programas bilingües y trilingües en Navarra

Open Date: 2019-08-01

Close Date: 2020-06-01

Grant: Close

The use of models and explicit corrections among child writers: Evidence from pairs and individuals in an EFL context

Open Date: 2018-09-01

Close Date: 2019-08-01

Articles (10)

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2025

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2023

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2022

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2022

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2022

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2021

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2021

Collaborators (5)

Bram Bulte

Vrije Universiteit Brussel

BELGIUM

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MARIA ANGELES Hidalgo

Universidad de Navarra

SPAIN

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Raúl Azpilicueta-Martínez

Lecturer

Universidad de Navarra

SPAIN

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Hanne Roothooft

Universidad de Navarra

SPAIN

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Izaskun Villarreal

Profesora Contratada Doctora

Universidad de Navarra

SPAIN

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Amparo Lázaro-Ibarrola

Research Interests

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Recent Grants

Articles (10)

Intensity Matters Inside and Outside Primary School: Evidence from High‐CLIL, Low‐CLIL, and Non‐CLIL Learners

The reading rainbow of young multilingual learners: Reading comprehension in the majority (Spanish), regional (Basque) and foreign (English) language

The impact of CLIL intensity and extramural English on the receptive skills of young EFL learners

What factors contribute to the proficiency of young EFL learners in primary school? Assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status

Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes

Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation

Models in collaborative writing among CLIL learners of English in primary school: Linguistic outcomes and motivation matters

Collaborative writing among young EFL learners in a school context: product and process

Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

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Collaborators (5)

Bram Bulte

MARIA ANGELES Hidalgo

Raúl Azpilicueta-Martínez

Hanne Roothooft

Izaskun Villarreal

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