There were approximately 40,000 foreign students from the European Union in the Spanish universities during the 2023/2024 academic year. Students originally from the United States and Canada amounted to 1,405.

During the academic year 2021/2022, the number of students from France enrolled in higher education at Spanish universities amounted to almost 18,000, making this nationality the most common among foreigners in Spain. Italy was the second country with 15,846.

Japan No. of International Students: Spain data was reported at 400.000 Person in 2017. This records an increase from the previous number of 377.000 Person for 2016. Japan No. of International Students: Spain data is updated yearly, averaging 358.000 Person from Apr 2014 (Median) to 2017, with 4 observations. The data reached an all-time high of 400.000 Person in 2017 and a record low of 291.000 Person in 2014. Japan No. of International Students: Spain data remains active status in CEIC and is reported by Japan Student Services Organization. The data is categorized under Global Database’s Japan – Table JP.G009: Survey on Internation Students: Number of International Students in Japan.

Historical Dataset of International Spanish Language Academy is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (2009-2023),Total Classroom Teachers Trends Over Years (2009-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (2009-2023),Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (2009-2023),Free Lunch Eligibility Comparison Over Years (2009-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2009-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023)

Dataset for manuscript "A comprehensive framework for explainable cluster analysis".

This dataset contains student data collected for the OECD’s Programme for International Student Assessment (PISA). Specifically, we use a sample of 5,000 students randomly selected from the 35,943 Spanish students who took the PISA 2018 survey [1]. A total of 80 variables are selected.

The dataset contains two files: - A CSV file containing the student data to which an additional column, stu_original_order has been added as unique identifier. - An Excel file containing a description of all variables.

References [1] OECD, PISA 2018 Technical Report, 2020. URL https://www.oecd.org/pisa/data/pisa2018technicalreport/

Historical Dataset of International Spanish Language Academy School District is provided by PublicSchoolReview and contain statistics on metrics:Comparison of Diversity Score Trends,Total Revenues Trends,Total Expenditure Trends,Average Revenue Per Student Trends,Average Expenditure Per Student Trends,Reading and Language Arts Proficiency Trends,Math Proficiency Trends,Science Proficiency Trends,Overall School District Rank Trends,Asian Student Percentage Comparison Over Years (2009-2023),Hispanic Student Percentage Comparison Over Years (2009-2023),Black Student Percentage Comparison Over Years (2009-2023),White Student Percentage Comparison Over Years (2009-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Comparison of Students By Grade Trends

Comprehensive dataset containing 76 verified Foreign exchange students organization businesses in Spain with complete contact information, ratings, reviews, and location data.

This dataset tracks annual hispanic student percentage from 2009 to 2023 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

Comprehensive dataset containing 1 verified Foreign exchange students organization businesses in Toledo, Spain with complete contact information, ratings, reviews, and location data.

The number of enrollments in language schools in Spain reveals that Spaniards are well aware of the importance of foreign languages in modern times. During the 2022/23 academic year, almost 331,000 people were registered at the Spanish language schools to add a new language to their curricula. In a globalized world, languages are taking a much more important role on the job market. The most studied and spoken languages in the world include English, Mandarin, Hindi or Spanish.

The importance of language knowledge in the job market Enrollment numbers at language schools come as no surprise considering that foreign languages have become a vital asset for job seekers in the last years. English, par excellence the most used language for international affairs, unsurprisingly ranked first on the list of most valued languages on the Spanish job market, with approximately 65.2 of job openings that require foreign language skills demanding this one. Far from that stood French, with 17.38 percent of the job openings.

Languages in the Spanish multimedia scene Most of the best selling albums Spain during 2022 were recorded in the country’s main language Spanish, with 38 albums in the top 50. As for videogames, 96 percent of the games produced in the country had English as a language option. Spanish was the second most used language, being present in 91 percent of productions.

India Foreign Tourist Arrivals: Student Visa: Western Europe: Spain data was reported at 133.000 Unit in 2014. India Foreign Tourist Arrivals: Student Visa: Western Europe: Spain data is updated yearly, averaging 133.000 Unit from Dec 2014 (Median) to 2014, with 1 observations. India Foreign Tourist Arrivals: Student Visa: Western Europe: Spain data remains active status in CEIC and is reported by Ministry of Tourism. The data is categorized under India Premium Database’s Tourism Sector – Table IN.QB030: Foreign Tourist Arrivals: by Visa Type: Student Visa.

This dataset tracks annual white student percentage from 2009 to 2023 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

This dataset tracks annual two or more races student percentage from 2013 to 2023 for International Spanish Language Academy School District vs. Minnesota

Comprehensive dataset containing 2 verified Foreign exchange students organization businesses in Granada, Spain with complete contact information, ratings, reviews, and location data.

ABSTRACT In this study, we analyze and discuss the effect and the durability of the instructional intervention in the learning of third person clitics of Spanish by Brazilian university students. For statistical purposes, the data were submitted to the International Business Machine Statistical Package for Social Studies (SPSS) software, from which we have used relative frequency, χ2 test and repeated measures of Anova test. This study included 10 participants, students of a Portuguese and Spanish Language Teacher Education Program from a public university. The results, in general, suggested that the pedagogical intervention has produced progress and durable effects, respectively, of the simple and complex forms which are still being acquired by these student-participants.

ABSTRACT This article is about the study of translanguaging in the sociolinguistic performance in a group of 22 foreign students who acquire Spanish as a foreign language in a Colombian University. This article explains translanguaging as a strategic resource that refers to the combination of changes so happens, from the translation, changing code-switching and language-switching, for that reason it is defined in the process of learning a language other than the mother tongue, in this case Spanish. Data were collected through direct observation recorded in a field journal. Semi-structured interviews were conducted from the sample of participants and artifacts were used by the students in their learning process of the Spanish lessons. Data were analyzed inductively by certain categories of analysis from the concepts, issues and relationships, in order to give optimal answer to research questions. Concluding that translanguaging is a phenomenon that greatly influences the development of the foreign language.

The number of students enrolled in sport schools in Spain has increased from the from the school year 2005/2006 to 2022/2023. During the last school year, the number of individuals studying sport training in Spain was over 11,000.

Table of EDUCAbase Ratio incoming/outgoing of the Spanish University System (SUE) by mobility programs by area of origin/destination, type of university and sex. Mobility of international students. Results by Autonomous Community. Yearly.

This dataset tracks annual black student percentage from 2009 to 2023 for International Spanish Language Academy vs. Minnesota and International Spanish Language Academy School District

JUNAEB administrative data and data collected by the authors with JUNAEB permission: Data produced by Junta Nacional de Auxilio Escolar y Becas (JUNAEB) contains the six first-grade scores from the Teacher Observation of Classroom Adaptation (TOCA, see (Kellam et al., 1977), and (Werthamer-Larsson et al., 1990)), that determine students' eligibility to Skills for Life (SFL), as well as the teachers' ratings of students' disruptiveness and academic ability in the TOCA questionnaire. JUANEB data also contains the pediatric symptom checklist (PSC, see (Jellinek et al., 1988)), which is filled by students' parents. This dataset also contains JUNAEB's data on treatment implementation.

This data is also paired with data collected by the authors in March 2015, before the treatment started in the treatment group classes, and endline data collected in August 2015, after the treatment ended in the treatment group classes and before it started in the control group classes. In both at baseline and endline, two enumerators visited each of the 172 classes included in the experiment during a half day.

Below, it is described the baseline and endline data collected by enumerators during their visits. The enumerators first administered a non-cognitive questionnaire to the students. That questionnaire aimed at measuring: · Students' happiness in school, using a question from the student SIMCE questionnaire. · Students' self-control, using items of the child self-control psychometric scale (see (see (Rorhbeck et al., 1991)) that we translated into Spanish. · Students' self-esteem, using items of the self-perception for children psychometric scale (see (Harter, 1985)) translated and validated into Spanish (see (Molina et al., 2011)).

Second, the enumerators administered a Spanish and mathematics test to the students. Third, the enumerators interviewed individually each student and asked her to name up to three students that she likes to play with during breaks. Fourth, the enumerators observed a one-hour lecture. During that one-hour lecture, the enumerators also recorded the decibel levels in the class using a smartphone app, and wrote down the time at which the lecture was supposed to start and the time when it effectively started. Fifth, the enumerators filled a short questionnaire aimed at assessing the overall disruptiveness in the class, using questions taken from the PISA (Program for International Student Assessment) questionnaire, asking them their agreement with statements such as: There is noise and disorder in this class,'' orThe teacher has to wait for a long time before students calm down and he/she can start teaching''.

The enumerators also administered a questionnaire to the teachers. That questionnaire aimed at collecting: teachers' socio-demographic characteristics; teachers' ratings of the overall disruptiveness of the class, using similar questions as those asked to enumerators; teachers' rating of the prevalence of bullying in the class; teachers' motivation, taste for their job, and mental health levels. The questionnaire was for the most part composed of questions from the SIMCE teacher questionnaire. Teachers also rated the overall disruptiveness of each of their student by answering the summary question from the TOCA questionnaire.

Ministry of education data: The administrative data from the Ministry of Education contains the following outcomes: whether the student was promoted to the next grade; student's attendance and dropout; student's Spanish score in the 2nd and 4th grade Chilean national tests; student's math score in the 4th grade Chilean national test.