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.
María Ángeles Hidalgo, Amparo Lázaro Ibarrola. (2020) Task repetition and collaborative writing by EFL children: Beyond CAF measures. Studies in Second Language Learning and Teaching. :-. Abstract || PDF
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. Abstract
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. Abstract
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. Abstract
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. Abstract
Amparo Lázaro Ibarrola. (2010) English phonics for Spanish children: Adapting to new English as a Foreign Language classrooms. Ed.: Diehr, Bärbel and Rymarczyk, Jutta. Pub.: Peter Lang. Pags: 89-106. Abstract
Amparo Lázaro Ibarrola. (2009) Self-correction: New Tools for EFL Teachers. Ed.: Carmen M. Bretones et al.. Pub.: Servicio de Publicaciones de la universidad de Almería.. Pags: 435-445. Abstract
Amparo Lázaro Ibarrola. (2008) Estrategias de corrección de redacciones en lengua extranjera: Un experimento en el aula.. Ed.: Rafael Monroy y Aquilino Sánchez. Pub.: Servicio de Publicaciones de la Universidad de Murcia. Pags: 361-371. Abstract
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). Ed.: J. Cenoz & D. Lasagabaster. Pub.: Universidad del País Vasco. Pags: 221-242. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2019) “I notice but my text does not”: Models and collaborative writing among EFL children. 2nd International Conference on Child Foreign/ Second Language Learning (CFSLL). Facing Heterogeneity in the Young Learner Classroom Krakow, Poland. Abstract
Amparo Lázaro Ibarrola, María Ángeles Hidalgo Gordo. (2018) The potential of collaborative writing among young EFL learners in a school context: One step beyond quantitative measures. 42 Congreso Internacional de la Asociación Española de Estudios Anglo-Norteamericanos (AEDEAN) Córdoba. Abstract
Amparo Lázaro Ibarrola. (2011) Do CLIL students run faster than non-CLIL students on the route of morphosyntax? Evidence from high-school (Basque-Spanish) adolescents learning English.. AILA 16th World Congress of Applied Linguistics Beijing, China. Abstract
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
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
Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.
Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.