Language and Linguistics, Education, Linguistics and Language, Literature and Literary Theory
5
Scopus Publications
160
Scholar Citations
7
Scholar h-index
6
Scholar i10-index
Scopus Publications
Factors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL teachers Raúl Ruiz Cecilia, Leopoldo Medina Sánchez, Slava López Rodríguez Onomazein, 2025 This study examines the factors that promote well-being among content and language integrated learning (CLIL) secondary teachers in Andalusia, Spain. Using a qualitative approach, in-depth interviews were conducted with ten educators to explore the personal, professional, and social determinants of teacher well-being. The findings highlight that self-acceptance, resilience, institutional support, and financial stability are key contributors to overall well-being. Social relationships, both within and outside the school environment, emerged as crucial elements in shaping teachers' perceptions of well-being. The study further identifies stress-management strategies, including physical exercise, humor, and psychological support, as essential in mitigating professional burnout. Additionally, while teaching through a foreign language poses cognitive and emotional challenges, participants reported that it positively influenced their professional identity and personal growth. The role of foreign language teaching is particularly significant, serving not only as a pedagogical tool but also as a means of fostering identity, resilience, and professional satisfaction. However, structural challenges such as excessive workload, bureaucratic constraints, and lack of institutional autonomy remain obstacles to sustained well-being. The research underscores the importance of recognizing and addressing teacher well-being within educational policies and teacher training programs.
Teaching and Learning of Mathematics through CLIL, CBI, or EMI—A Systematic Literature Review Raúl Ruiz-Cecilia, Leopoldo Medina-Sánchez, Antonio-Manuel Rodríguez-García Mathematics, 2023 This study provides a systematic literature review of research in the field of teaching and learning mathematics through Content and Language Integrated Learning (CLIL), Content-Based Instruction (CBI), and English Medium Instruction (EMI). The review aims to examine the most relevant literature with a focus on mathematics and CLIL, CBI, or EMI in Scopus and Web of Science per the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. Based on 151 sources, 52 papers were selected according to predefined selection criteria. The papers were analysed and coded according to the following categories: (1) geographical productivity, (2) diachronic productivity growth, (3) main objectives, (4) methodology, and research design, (5) variables and measurement instruments, (6) context and sample details, and (7) main findings. The results reveal that most of the research analysed has been carried out in the Asian continent, followed by Europe. The analysis of diachronic productivity shows that the study of the application of CLIL, CBI, and EMI programs in the teaching-learning process of mathematics has notably increased in recent years, especially in the last triennium (2020–2022). Regarding the objectives of the selected corpus, the majority aimed at teaching practices and learning processes, and outcomes in mathematics and language proficiency in CLIL, CBI, and/or EMI classrooms. The corpus analysed fits within one or more of the following categories: empirical, qualitative, descriptive, correlational, and cross-sectional. The samples utilized in different studies differ significantly, both in terms of quantity –ranging from one person to 700– and in the educational level being studied, which would be primary, secondary, or tertiary education. The main variables studied in the corpus focus on mathematical competence, language proficiency, teaching practices, teacher training, science competence, and teachers’ perceptions. The most widely used instruments have been objective tests, such as questionnaires, together with standardized tests to measure some aspects related to mathematical competence and language proficiency. They are followed by an analysis of documents (academic records, teaching materials, official documents...), participant or non-participant observation, interviews, and video and audio recordings. In summary, in the scientific literature analysed, a positive or neutral view predominates on the effects of the CLIL, CBI, and EMI approaches on the learning of mathematics and the L2. This can be due to methodological issues fundamentally related to the methodology, research design, sample, and measurement instruments. Thus, we must highlight that some of the results from the selected papers must be interpreted with caution. Taking this factor into consideration, further comparative studies on a wider scale are required to examine thoroughly the effects of CLIL, CBI, and EMI on the teaching and learning of mathematics in an L2. Besides, it is important to study in greater depth the different levels of language acquisition since the research analysed shows that these have not been sufficiently addressed in the mathematical field of knowledge.
Examining the interplay between queerness and teacher wellbeing: A qualitative study based on foreign language teacher trainers Juan Ramón Guijarro-Ojeda, Raúl Ruiz-Cecilia, Manuel Jesús Cardoso-Pulido, Leopoldo Medina-Sánchez International Journal of Environmental Research and Public Health, 2021 Oftentimes, teachers who identify themselves as LGTBIQ+ may feel unsafe at work, which may upset their wellbeing and destabilize their key psychological traits. Hence, feelings such as insecurity, lack of self-confidence, anxiety, and fear are on loop in their everyday lives. Thus, in this study we pursued an examination of the interplay between sexual orientation and teacher wellbeing in a cohort of seven university foreign language teacher trainers in a Spanish context. To gain insight into this issue, a qualitative study in line with the ecological paradigm was designed for the elaboration of semi-structured in-depth interviews and for the analysis of results. The main findings display teacher wellbeing as a complex interwoven system in which sexual orientation had played a core role in their identities, competences, private and professional relationships, and in the cultural and political spheres. We conclude by stating that although homophobic discrimination was a hard trial to overcome, the psychosocial capital of the participants allowed them to transform this negativity into positive assets such as queer activism in their private and political lives and in their profession as foreign language teacher trainers.
Coping with challenges in teaching foreign languages to children with mild intellectual disabilities: Stakeholders’ perspectives Cristina Pérez-Valverde, Raúl Ruiz-Cecilia, Leopoldo Medina-Sánchez, Juan Ramón Guijarro-Ojeda Mathematics, 2021 In this qualitative study, we aim to gain insight into the stakeholders’ perspectives around the inclusion of a mild intellectual disability (MID) student of perinatal origin in the foreign language (FL) classroom, and their perspectives on the student’s working conditions, and the support needed to effectively develop this student’s basic FL skills. The research hypothesis holds that the stakeholders face numerous technical, contextual, and formative challenges which hinder the MID student’s learning conditions in the FL classroom. The study was carried out in a state secondary school of the metropolitan area of Granada (Spain). Different stakeholders participated in this study. As an instrument of research, we designed an in-depth interview with open questions. The data were perused, sifted, and interpreted by means of a content analysis methodology. The main results confirm the research hypothesis since stakeholders’ perspectives are positive towards the theoretical bases of inclusive education. Conversely, we observe that these perspectives are negative when it comes to the real and effective practice of inclusive education in the FL classroom, which would allow them to tailor their teaching methodology to the real needs of the MID student and the rest of students with special educational needs (SEN).
Theoretical and practical principles about the inclusive education of pupils with mild intellectual disabilities in the foreign language classroom , Leopoldo Medina Sánchez, Cristina Pérez Valverde, and Onomazein, 2020 El objetivo de este estudio es proporcionar una revisión teórico-práctica de la literatura referente al alumnado con discapacidad intelectual que aprende una lengua extranjera con el fin de ofrecer a los docentes de lenguas caminos para alcanzar una educación inclusiva de calidad y equitativa. Para ello, hemos realizado un análisis exhaustivo de las investigaciones y propuestas metodológicas más beneficiosas y actuales que se han llevado a cabo. De la misma manera, ponemos de relieve cómo el aprendizaje de idiomas contribuye no solo a una mejora académica, sino también a la inclusión sociocultural. Los estudios revisados incluyen tanto estudios de caso como programas de intervención específicos y propuestas pedagógicas. Los principales resultados ponen de relieve que los materiales didácticos empleados con este tipo de alumnado no son adecuados para el aprendizaje de idiomas. Paralelamente, estudios desarrollados en contextos bilingües arrojan resultados bastante sorprendentes: algunas personas con discapacidad intelectual pueden manifestar habilidades lingüísticas extraordinarias. Asimismo, el contexto canadiense aporta datos sugerentes gracias a la actuación de una docente bajo los principios de la inclusión generativa y el uso de una metodología basada en el diseño universal para el aprendizaje (DUA).
RECENT SCHOLAR PUBLICATIONS
The RESPOND glossary R Ruiz-Cecilia, D Capperucci, RJ Didham, M Dodman, JR Guijarro-Ojeda, ... Ricerca-Formazione , 2025 2025
The RESPOND framework for a teacher professional profile and portfolio R Ruiz-Cecilia, D Capperucci, M Dodman, IDM Scierri, ... RESPOND. Sustaining the professional development of teachers within schools … , 2025 2025
Factors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL teacher RR Cecilia, LM Sánchez, SL Rodríguez Onomázein: Revista de lingüística, filología y traducción de la Pontificia … , 2025 2025
UNDERSTANDING TEACHER WELL-BEING: CHALLENGES AND ISSUES FOR CLIL TEACHERS IN ANDALUSIA JR Guijarro-Ojeda, R Ruiz-Cecilia, L Medina-Sánchez EDULEARN25 Proceedings, 6899-6899 , 2025 2025
Teaching and learning of mathematics through CLIL, CBI, or EMI—A systematic literature review R Ruiz-Cecilia, L Medina-Sánchez, AM Rodríguez-García Mathematics 11 (6), 1347 , 2023 2023 Citations: 29
Experiencias en contenido curriculares docentes L Medina Sánchez, C Pérez Valverde, C Suárez Hernán 2022
Children's Literature and new masculinities: promoting gender equality in the FL clasroom MJC Pulido, LM Sánchez Docencia para el siglo XXI: avances metodológicos y nuevas estrategias, 147-158 , 2022 2022
Examining the interplay between queerness and teacher wellbeing: A qualitative study based on foreign language teacher trainers JR Guijarro-Ojeda, R Ruiz-Cecilia, MJ Cardoso-Pulido, ... International Journal of Environmental Research and Public Health 18 (22), 12208 , 2021 2021 Citations: 23
Coping with challenges in teaching foreign languages to children with mild intellectual disabilities: Stakeholders’ perspectives C Pérez-Valverde, R Ruiz-Cecilia, L Medina-Sanchez, JR Guijarro-Ojeda Mathematics 9 (8), 906 , 2021 2021 Citations: 17
La formación inicial docente en educación inclusiva: experiencias y percepciones del futuro profesorado L Medina Sánchez Universidad de Granada , 2021 2021 Citations: 36
Factors shaping pre-service foreign language teachers’ perceptions on wellbeing and human flourishing L Medina Sanchez, JR Guijarro Ojeda, MJ Cardoso Pulido Universidad Autónoma de Chile , 2021 2021
Perspectivas del profesorado de lenguas en formación: Educación afectivo-sexual, de género. y libertad de expresión MJ Cardoso Pulido, L Medina Sánchez 2021
Pupils with mild intellectual disabilities in the foreign language classroomthe case of an Andalusian school L Medina Sánchez, MJ Cardoso Pulido Dykinson , 2021 2021
Pupils with mild intellectual disabilities in the foreign language classroom: the case of an Andalusian school LM Sánchez, MJC Pulido Estudios sobre innovación e investigación educativa, 725-738 , 2021 2021
Perspectivas del profesorado de lenguas en formación: educación afectivo-sexual, de género y libertad de expresión MJC Pulido, LM Sánchez Educación transversal para la diversidad afectivo-sexual, corporal y de … , 2021 2021
Didáctica de la literatura infantil y juvenil en educación infantil y primaria A HOYOS, M ÁNGE, G HORACIO BOMBINI, MJ CARDOSO PULIDO, ... Ediciones Paraninfo, SA , 2020 2020 Citations: 7
Fundamentos teórico-prácticos en torno a la inclusión del alumnado con discapacidad intelectual en el aula de lengua extranjera LM Sánchez, CP Valverde Onomázein, 64-83 , 2020 2020 Citations: 9
Theoretical and practical principles about the inclusive education of pupils with mild intellectual disabilities in the foreign language classroom L Medina Sanchez, C Perez Valverde ONOMAZEIN, 64-83 , 2020 2020 Citations: 1
Literatura infantil y juvenil en las aulas de Francés Lengua Extranjera de Educación Primaria L Medina Sanchez Ediciones Paraninfo, SA , 2020 2020
New masculinities and children’s literaturea study of its use in the language clasroom MJ Cardoso Pulido, L Medina Sánchez Tirant Humanidades , 2020 2020
MOST CITED SCHOLAR PUBLICATIONS
La formación inicial docente en educación inclusiva: experiencias y percepciones del futuro profesorado L Medina Sánchez Universidad de Granada , 2021 2021 Citations: 36
Teaching and learning of mathematics through CLIL, CBI, or EMI—A systematic literature review R Ruiz-Cecilia, L Medina-Sánchez, AM Rodríguez-García Mathematics 11 (6), 1347 , 2023 2023 Citations: 29
Examining the interplay between queerness and teacher wellbeing: A qualitative study based on foreign language teacher trainers JR Guijarro-Ojeda, R Ruiz-Cecilia, MJ Cardoso-Pulido, ... International Journal of Environmental Research and Public Health 18 (22), 12208 , 2021 2021 Citations: 23
Coping with challenges in teaching foreign languages to children with mild intellectual disabilities: Stakeholders’ perspectives C Pérez-Valverde, R Ruiz-Cecilia, L Medina-Sanchez, JR Guijarro-Ojeda Mathematics 9 (8), 906 , 2021 2021 Citations: 17
Adaptaciones metodológicas en el aula de lengua extranjera para el alumnado con discapacidad intelectual leve: estudio de caso LM Sánchez, CP Valverde Porta Linguarum: revista internacional de didáctica de las lenguas … , 2017 2017 Citations: 16
Universidad Granada MTR Sánchez Diversidad microbiana y taxonomía , 2004 2004 Citations: 15
Fundamentos teórico-prácticos en torno a la inclusión del alumnado con discapacidad intelectual en el aula de lengua extranjera LM Sánchez, CP Valverde Onomázein, 64-83 , 2020 2020 Citations: 9
Didáctica de la literatura infantil y juvenil en educación infantil y primaria A HOYOS, M ÁNGE, G HORACIO BOMBINI, MJ CARDOSO PULIDO, ... Ediciones Paraninfo, SA , 2020 2020 Citations: 7
Factores que influyen en la percepción del bienestar y flourishing de los docentes de lenguas en formación LM Sanchez, JRG Ojeda, MJC Pulido European Journal of Child Development, Education and Psychopathology 7 (1 … , 2019 2019 Citations: 3
Análisis del desarrollo del léxico en los manuales de enseñanza del español como lengua extranjera C Pulido, M Jesús, L Medina Sánchez La formación y competencias del profesorado de ELE: XXVI Congreso … , 2016 2016 Citations: 3
Theoretical and practical principles about the inclusive education of pupils with mild intellectual disabilities in the foreign language classroom L Medina Sanchez, C Perez Valverde ONOMAZEIN, 64-83 , 2020 2020 Citations: 1
Enseñanza de la lengua extranjera para alumnado con discapacidad intelectual leve: estudio de caso L Medina Sánchez Enseñanza de la lengua extranjera para alumnado con discapacidad intelectual … , 2018 2018 Citations: 1
The RESPOND glossary R Ruiz-Cecilia, D Capperucci, RJ Didham, M Dodman, JR Guijarro-Ojeda, ... Ricerca-Formazione , 2025 2025
The RESPOND framework for a teacher professional profile and portfolio R Ruiz-Cecilia, D Capperucci, M Dodman, IDM Scierri, ... RESPOND. Sustaining the professional development of teachers within schools … , 2025 2025
Factors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL teacher RR Cecilia, LM Sánchez, SL Rodríguez Onomázein: Revista de lingüística, filología y traducción de la Pontificia … , 2025 2025
UNDERSTANDING TEACHER WELL-BEING: CHALLENGES AND ISSUES FOR CLIL TEACHERS IN ANDALUSIA JR Guijarro-Ojeda, R Ruiz-Cecilia, L Medina-Sánchez EDULEARN25 Proceedings, 6899-6899 , 2025 2025
Experiencias en contenido curriculares docentes L Medina Sánchez, C Pérez Valverde, C Suárez Hernán 2022
Children's Literature and new masculinities: promoting gender equality in the FL clasroom MJC Pulido, LM Sánchez Docencia para el siglo XXI: avances metodológicos y nuevas estrategias, 147-158 , 2022 2022
Factors shaping pre-service foreign language teachers’ perceptions on wellbeing and human flourishing L Medina Sanchez, JR Guijarro Ojeda, MJ Cardoso Pulido Universidad Autónoma de Chile , 2021 2021
Perspectivas del profesorado de lenguas en formación: Educación afectivo-sexual, de género. y libertad de expresión MJ Cardoso Pulido, L Medina Sánchez 2021
