Dr. Amparo Lázaro Ibarrola
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Amparo Lázaro received her Ph.D. in English Philology in 2002 with a dissertation framed within generative theory on the acquisition of EFL syntax by bilingual speakers of Spanish and Basque. At present she is Associate Professor at the Public University of Navarra (Spain) in the Department of Philology and Education where she teaches in the EFL Teacher Training Programme. She is specialized in the field of Applied Linguistics and Education and her research focuses on the processes of second language learning (English). In her research, she makes an effort to connect theoretically grounded studies to teaching practices and pedagogical implications.

 

Research Interests:
Projects:
Selected Publications:      View all in system
Journal
  1. Amparo Lázaro Ibarrola (2016). Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners. Vigo International Journal of Applied Linguistics  13: 127-145.AbstractPDF

  2. María del Pilar García Mayo, Amparo Lázaro Ibarrola (2015). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System  54: 40-54.AbstractPDF

  3. Lázaro Ibarrola, Amparo, Hidalgo, María Ángeles (2015). Should EFL teachers present vocabulary in semantically related sets?. Porta Linguarum  23: 25-40.AbstractPDF

  4. Amparo Lázaro Ibarrola, Raúl Azpilicueta Martínez (2015). Investigating negotiation of meaning in EFL children with very low levels of proficency. International Journal of English Studies  15: 1-21.AbstractPDF

  5. Amparo Lázaro Ibarrola (2013). Reformulation and Self-correction: Insights into correction strategies for EFL writing in a school context. VIAL Vigo International Journal of Applied Linguistics  10: 29-49.AbstractPDF

  6. Amparo Lázaro Ibarrola, María del Pilar García Mayo (2012). L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics  50: 135-160.AbstractPDF

  7. Amparo Lázaro Ibarrola (2012). In what aspects are CLIL learners better than EFL learners? The case of morphosyntax. International Journal of English Studies  12(1): 79-96.AbstractPDF

  8. Amparo Lázaro Ibarrola (2011). Imitating English oral texts: A useful tool to learn English Pronunciation?. Porta Linguarum  16: 49-63.AbstractPDF

  9. Amparo Lázaro Ibarrola (2009). Reformulation and self-correction: Testing the validity of correction strategies in the classroom. RESLA  22: 189-215.AbstractPDF

  10. Amparo Lázaro Ibarrola (2009). Self-correction: New Tools for EFL Teachers. Applied Linguistics Now: Understanding Language and Mind  : 435-445.AbstractPDF

  11. Amparo Lázaro Ibarrola (2007). Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera en Educación Primaria. Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras  8: 153-167.AbstractPDF

  12. María del Pilar García Mayo, Amparo Lázaro Ibarrola, Juana M. Liceras (2006). Agreement in the English interlanguage of Basque-Spanish bilinguals: A minimalist farewell to pro. ITL: International Review of Applied Linguistics  151: 83-98.Abstract||PDF

  13. María del Pilar García Mayo, Amparo Lázaro Ibarrola, Juana M. Liceras (2005). Placeholders in the English interlanguage of biliingual (Basque-Spanish) children. Language Learning  55(3): 445-489.Abstract||PDF

Conference Papers
  1. Hidalgo, M.A., Lázaro Ibarrola, A. (2015). Does task repetition influence young learners interaction in a CLIL context?. International Conference on Task-Based Language Teaching (TBLT 2015), Leuven (Bélgica).Abstract

  2. Hidalgo, M. A., Lázaro Ibarrola, A. (2015). Repetition in task-based interaction among young EFL learners in a CLIL context: Does it make a difference?. XXXIII International AESLA Conference, Madrid.Abstract

  3. Lázaro Ibarrola, A., Hidalgo, M. A. (2014). The interaction of young learners of English in a CLIL context: benefits and limitations. 38 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN), Alcalá de Henares (Spain).Abstract

  4. María del Pilar García Mayo, Amparo Lázaro Ibarrola (2014). Do children negotiate for meaning? Evidence from EFL and CLIL settings. XXXII International AESLA Conference, Sevilla.Abstract

  5. Lázaro Ibarrola, A., Hidalgo Gordo, M. A. (2013). Children interactions while playing a game: Promoting oral production in EFL classrooms.. 37 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN), Oviedo (Spain).Abstract

  6. María del Pilar García Mayo, Amparo Lázaro Ibarrola (2013). Oral interaction strategies among EFL and CLIL children in task-based pair work. Task-Based Language Teaching Conference, Banff (Canada).Abstract

  7. María del Pilar García Mayo, Amparo Lázaro Ibarrola (2013). Child pairwork in an EFL context. IRAAL - Irish Association for Applied Linguistics, Dublin (Ireland).Abstract

  8. Lázaro Ibarrola, A., Hidalgo Gordo, M. A. (2012). Should EFL teachers present vocabulary in semantically related sets?. 36 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN), Málaga.Abstract

  9. Amparo Lázaro Ibarrola (2010). Strategies to correct EFL Writing in High-School: Effects on error reduction and classroom validity.. 34th AEDEAN International Conference, University of Almeria.Abstract

  10. Amparo Lázaro Ibarrola, María del Pilar García Mayo (2010). Faster and non-stop morphosyntactic development of CLIL vs non-CLIL (Basque-Spanish) bilinguals learning English in high-school: Is CLIL the explanation?. European Second Language Association (EUROSLA), Reggio Emilia (Italy).Abstract

  11. Amparo Lázaro Ibarrola, María del Pilar García Mayo (2009). Interactional strategies and morphological development in the English interlanguage of bilingual (Basque-Spanish) learners. European Second Language Acquisition (EUROSLA) 19, Cork (Ireland).Abstract

  12. Amparo Lázaro Ibarrola, María del Pilar García Mayo (2009). Assessing English L3 development in secondary schools: A two-year longitudinal study in a CLIL setting. 6tyh International Conference on Third Language Acquisition and Multilingualism, Bolzano (Italy).Abstract

  13. Amparo Lázaro Ibarrola (2009). Self-Correction: New Tools For Efl Teachers. AESLA, Almería.Abstract

Book Chapters
  1. Lázaro Ibarrola, Amparo, Hidalgo, María Ángeles (2017).Benefits and limitations of conversational interactions among young learners of English in a CLIL context.. In: Learning Foreign Languages in Primary School: Research Insights (eds. María del Pilar García Mayo). Abstract

  2. Amparo Lázaro Ibarrola (2010).English phonics for Spanish children: Adapting to new English as a Foreign Language classrooms. In: Researching Literacy in a Foreign Language Among Primary School Learners (eds. Diehr, Bärbel and Rymarczyk, Jutta). Abstract

  3. Amparo Lázaro Ibarrola (2009).Self-correction: New Tools for EFL Teachers. In: Applied Linguistics Now. Understanding Language and Mind (eds. Carmen M. Bretones et al.). Abstract

  4. Amparo Lázaro Ibarrola (2008).Estrategias de corrección de redacciones en lengua extranjera: Un experimento en el aula.. In: 25 Años de Lingüística Aplicada en España: Hitos y Retos/ 25 Years of Applied Linguistics in Spain: Milestones and Challeges. (eds. Rafael Monroy y Aquilino Sánchez). Abstract

  5. Amparo Lázaro Ibarrola, María del Pilar García Mayo (2006).Is forma euskara-gaztelera haur edulebidunen ingelesezko tarteko hizkuntzan (La forma 'is' e la interlanguage inglesa de niños bilingües euskera-castellano). In: Hizkuntzak ikasten eta erabiltzen (eds. J. Cenoz & D. Lasagabaster). Abstract

  6. Mª del Pilar García Mayo, Amparo Lázaro Ibarrola (2005).Pronouns revisited: Evidence from the morphosyntactic development of English as an L3. In: Estudios de Filología Inglesa en honor de Antonio Garnica (eds. F. Garrudo Carabias y J. Comesaña Rincón). Abstract

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Amparo Lázaro Ibarrola's publications

Journal
  1. Amparo Lázaro Ibarrola ( 2016 ). Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners . Vigo International Journal of Applied Linguistics    13 : 127 - 145 .AbstractPDF

  2. María del Pilar García Mayo, Amparo Lázaro Ibarrola ( 2015 ). Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings . System    54 : 40 - 54 .AbstractPDF

  3. Lázaro Ibarrola, Amparo, Hidalgo, María Ángeles ( 2015 ). Should EFL teachers present vocabulary in semantically related sets? . Porta Linguarum    23 : 25 - 40 .AbstractPDF

  4. Amparo Lázaro Ibarrola, Raúl Azpilicueta Martínez ( 2015 ). Investigating negotiation of meaning in EFL children with very low levels of proficency . International Journal of English Studies    15 : 1 - 21 .AbstractPDF

  5. Amparo Lázaro Ibarrola ( 2013 ). Reformulation and Self-correction: Insights into correction strategies for EFL writing in a school context . VIAL Vigo International Journal of Applied Linguistics    10 : 29 - 49 .AbstractPDF

  6. Amparo Lázaro Ibarrola, María del Pilar García Mayo ( 2012 ). L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context . International Review of Applied Linguistics    50 : 135 - 160 .AbstractPDF

  7. Amparo Lázaro Ibarrola ( 2012 ). In what aspects are CLIL learners better than EFL learners? The case of morphosyntax . International Journal of English Studies    12(1) : 79 - 96 .AbstractPDF

  8. Amparo Lázaro Ibarrola ( 2011 ). Imitating English oral texts: A useful tool to learn English Pronunciation? . Porta Linguarum    16 : 49 - 63 .AbstractPDF

  9. Amparo Lázaro Ibarrola ( 2009 ). Reformulation and self-correction: Testing the validity of correction strategies in the classroom . RESLA    22 : 189 - 215 .AbstractPDF

  10. Amparo Lázaro Ibarrola ( 2009 ). Self-correction: New Tools for EFL Teachers . Applied Linguistics Now: Understanding Language and Mind    : 435 - 445 .AbstractPDF

  11. Amparo Lázaro Ibarrola ( 2007 ). Enseñanza de la lectura a través de phonics en el aula de Lengua Extranjera en Educación Primaria . Porta Linguarum. Revista Internacional de Didáctica de las Lenguas Extranjeras    8 : 153 - 167 .AbstractPDF

  12. María del Pilar García Mayo, Amparo Lázaro Ibarrola, Juana M. Liceras ( 2006 ). Agreement in the English interlanguage of Basque-Spanish bilinguals: A minimalist farewell to pro . ITL: International Review of Applied Linguistics    151 : 83 - 98 .Abstract||PDF

  13. María del Pilar García Mayo, Amparo Lázaro Ibarrola, Juana M. Liceras ( 2005 ). Placeholders in the English interlanguage of biliingual (Basque-Spanish) children . Language Learning    55(3) : 445 - 489 .Abstract||PDF

Conference Papers
  1. Hidalgo, M.A., Lázaro Ibarrola, A. ( 2015 ). Does task repetition influence young learners interaction in a CLIL context? . International Conference on Task-Based Language Teaching (TBLT 2015) , Leuven (Bélgica) .Abstract

  2. Hidalgo, M. A., Lázaro Ibarrola, A. ( 2015 ). Repetition in task-based interaction among young EFL learners in a CLIL context: Does it make a difference? . XXXIII International AESLA Conference , Madrid .Abstract

  3. Lázaro Ibarrola, A., Hidalgo, M. A. ( 2014 ). The interaction of young learners of English in a CLIL context: benefits and limitations . 38 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) , Alcalá de Henares (Spain) .Abstract

  4. María del Pilar García Mayo, Amparo Lázaro Ibarrola ( 2014 ). Do children negotiate for meaning? Evidence from EFL and CLIL settings . XXXII International AESLA Conference , Sevilla .Abstract

  5. Lázaro Ibarrola, A., Hidalgo Gordo, M. A. ( 2013 ). Children interactions while playing a game: Promoting oral production in EFL classrooms. . 37 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) , Oviedo (Spain) .Abstract

  6. María del Pilar García Mayo, Amparo Lázaro Ibarrola ( 2013 ). Oral interaction strategies among EFL and CLIL children in task-based pair work . Task-Based Language Teaching Conference , Banff (Canada) .Abstract

  7. María del Pilar García Mayo, Amparo Lázaro Ibarrola ( 2013 ). Child pairwork in an EFL context . IRAAL - Irish Association for Applied Linguistics , Dublin (Ireland) .Abstract

  8. Lázaro Ibarrola, A., Hidalgo Gordo, M. A. ( 2012 ). Should EFL teachers present vocabulary in semantically related sets? . 36 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) , Málaga .Abstract

  9. Amparo Lázaro Ibarrola ( 2010 ). Strategies to correct EFL Writing in High-School: Effects on error reduction and classroom validity. . 34th AEDEAN International Conference , University of Almeria .Abstract

  10. Amparo Lázaro Ibarrola, María del Pilar García Mayo ( 2010 ). Faster and non-stop morphosyntactic development of CLIL vs non-CLIL (Basque-Spanish) bilinguals learning English in high-school: Is CLIL the explanation? . European Second Language Association (EUROSLA) , Reggio Emilia (Italy) .Abstract

  11. Amparo Lázaro Ibarrola, María del Pilar García Mayo ( 2009 ). Interactional strategies and morphological development in the English interlanguage of bilingual (Basque-Spanish) learners . European Second Language Acquisition (EUROSLA) 19 , Cork (Ireland) .Abstract

  12. Amparo Lázaro Ibarrola, María del Pilar García Mayo ( 2009 ). Assessing English L3 development in secondary schools: A two-year longitudinal study in a CLIL setting . 6tyh International Conference on Third Language Acquisition and Multilingualism , Bolzano (Italy) .Abstract

  13. Amparo Lázaro Ibarrola ( 2009 ). Self-Correction: New Tools For Efl Teachers . AESLA , Almería .Abstract

Book Chapters
  1. Lázaro Ibarrola, Amparo, Hidalgo, María Ángeles ( 2017 ). Benefits and limitations of conversational interactions among young learners of English in a CLIL context. . In: Learning Foreign Languages in Primary School: Research Insights (eds. María del Pilar García Mayo ). Abstract

  2. Amparo Lázaro Ibarrola ( 2010 ). English phonics for Spanish children: Adapting to new English as a Foreign Language classrooms . In: Researching Literacy in a Foreign Language Among Primary School Learners (eds. Diehr, Bärbel and Rymarczyk, Jutta ). Abstract

  3. Amparo Lázaro Ibarrola ( 2009 ). Self-correction: New Tools for EFL Teachers . In: Applied Linguistics Now. Understanding Language and Mind (eds. Carmen M. Bretones et al. ). Abstract

  4. Amparo Lázaro Ibarrola ( 2008 ). Estrategias de corrección de redacciones en lengua extranjera: Un experimento en el aula. . In: 25 Años de Lingüística Aplicada en España: Hitos y Retos/ 25 Years of Applied Linguistics in Spain: Milestones and Challeges. (eds. Rafael Monroy y Aquilino Sánchez ). Abstract

  5. Amparo Lázaro Ibarrola, María del Pilar García Mayo ( 2006 ). Is forma euskara-gaztelera haur edulebidunen ingelesezko tarteko hizkuntzan (La forma 'is' e la interlanguage inglesa de niños bilingües euskera-castellano) . In: Hizkuntzak ikasten eta erabiltzen (eds. J. Cenoz & D. Lasagabaster ). Abstract

  6. Mª del Pilar García Mayo, Amparo Lázaro Ibarrola ( 2005 ). Pronouns revisited: Evidence from the morphosyntactic development of English as an L3 . In: Estudios de Filología Inglesa en honor de Antonio Garnica (eds. F. Garrudo Carabias y J. Comesaña Rincón ). Abstract


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