Journal article
Irene Guzman
2024
Exploring the impact of language exposure outside the classroom on students’ writing
Pilar Safont
2023
Multilingual cyberpragmatics in instructional settings. Exploring gender and age effects in Catalan, Spanish and English email requests
Book chapter
Alicia Martínez
Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics
Edited volume
L2 Pragmatics in Action
Richard Nightingale, Eva Alcón
Investigating pragmatic development in study abroad contexts
L2 pragmatics in action: Teachers, learners and the teaching-learning interaction process
Eva Alcón
La movilidad virtualen la educación superior de habla hispana
Patricia Salazar
Address Forms and Politeness Markers in Spanish Students’ Emails to Faculty
Ariadna Sanchez, Alicia Martínez
2022
Teaching the pragmatics of English as an international language: A focus on pragmatic markers
Esther Usó
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty
Sofía Martín-Laguna
The multilingual turn in pragmatics. Is the use of hedges and attitude markers shared across languages in trilingual writing?
Esther Usó, Alicia Martínez
Using audiovisual material to teach refusals from a discursive perspective: A research-based proposal
Exploring teachers' role and student's perceptions of learning in CLIL
Gema Gayete
Beliefs towards Multilingual Education: EFL Teachers vs Parents
Otilia Martí, Laura Portolés
Regulative Discourse for Pre-Schoolers: Should English Language Teachers Be Polite?
Ignacio Martínez, Pilar Safont
Multilingual pragmatic awareness in collaborative writing
Language attitudes and third language writing in a multilingual educational context
The effect of individual factors on L3 teachers’ beliefs about multilingual education
‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse
The effect of CLIL on L3 students’ oral production and comprehension in a primary school context
Victòria Codina
Students' Perception of Social Contextual Variables in Mitigating Email Requests
La Universidad y la Igualdad de Género
Irene Guzman, Laura Portolés
2021
In-service teachers’ language attitudes in the Valencian educational system: the effect of the school language programme and the L1
The influence of social distance and power in email politeness in an academic context
Long-term instructional effects on learners’ use of email request modifiers
Fostering learner’s (meta)pragmatic awareness through film analysis
Teacher pragmatic awareness in English as an International Language
La integración de la perspectiva de género en la universidad
Laura Portolés, Pilar Safont
2020
Presentació del monogràfic: Retrat de l’educació multilingüe
Otilia Martí
Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què?
Laura Portolés
El multilingüisme a l'escola: tendències educatives i nous reptes
Alicia Martínez, Esther Usó
Teaching speech acts in a second language
Más Talento para la Universidad Española
Gloria Sánchez
Exploring Teachers’ and Students’ Language Attitudes in a Bilingual Community.
Book (monograph)
Tasks, Pragmatics and Multilingualism in the Classroom: A Portrait of Adolescent Writing in Multiple Languages
Other
Tamara Hernández
Review of Investigating the Learning of Pragmatics across Ages and Contexts
Richard Nightingale
A Dominant Language Constellations Case Study on Language Use and the Affective Domain
Ana Herriaz, Eva Alcón
2019
Pragmatic outcomes in the English-medium instruction context: The influence of intensity of instruction
Patricia Salazar, Victòria Codina
Investigating the Learning of Pragmatics across Ages and Contexts
Richard Nightingale, Pilar Safont
Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse
Eva Alcón, Ariadna Sanchez
The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context
Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms
Victòria Codina, Patricia Salazar
Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context
Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms
Openings and Closing in Emails by CLIL Students: A Pedagogical Proposal
Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective
Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms
Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training
Ariadna Sanchez, Eva Alcón
Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines
Teachers’ language use and attitudes towards multilingual education in primary education
Assessing the impact of extramural media contact on the foreign-language pragmatic competence and awareness of English philology students in Spain
English-medium instruction and functional adequacy in L2 writing
Learning pragmatics in the multilingual classroom: Exploring multicompetence across types of discourse-pragmatic markers
Politeness in first and follow-up emails to faculty: Openings and closings
Laura Portolés, Otilia Martí
2018
Teachers’ beliefs about multilingual pedagogies and the role of initial training
Effects of task supported language teaching on learners’ use and knowledge of email request mitigators
Teacher’s feedback vs. computer-generated feedback: A focus on articles
Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment
Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom
Eva Alcón, Pilar Safont
Editors' introduction to mixed method approaches in investigating pragmatic learning
Sofía Martín-Laguna, Eva Alcón
Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach
2017
Pragmatic development during study abroad: An analysis of Spanish teachers' request strategies in English emails
Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL)
La importancia de la evaluación docente
Learning Pragmatic Routines during Study Abroad: A Focus on Proficiency and Type of Routine
Getting to the point: una propuesta para el desarrollo y la evaluación de las competencias del inglés escrito en el contexto universitario
Percepcions del futur professorat de primària sobre el potencial didàctic de l’AICLE més enllà de la competència lingüística en anglés
2016
Ensenyar anglés des d’una perspectiva plurilingüe: creences i coneixements previs del futur professorat d’educació infantil i primària
Exploring Textual Pragmatic Markers in a Multilingual Classroom Context
Teaching apology formulas at the discourse level: Are instructional effects maintained over time?
Task-based language teaching: An analysis of learners’ perception of technology-mediated tasks in EFL contexts
Pilar Safont, Laura Portolés
Pragmatic functions of formulaic speech in three different languages
Eliciting oral interaction data in EFL settings
EFL Students' Preferences Towards Written Corrective Feedback: An Exploratory Study on Age and Level of Proficiency
2015
Multilingualism and Very Young Learners: An Analysis of Pragmatic Awareness and Language Attitudes
Learning and Using Multiple Languages: Current Findings from Research on Multilingualism
Teachers' percpetions of email requests: insights for teaching pragmatics in study abroad contexts
The promotion of multilingualism in a Catalan-speaking area. Familial challenges in the Valencian Community.
Instruction and pragmatic change during study abroad email communication
Do learners rely on metadiscourse markers? An exploratory study in English, Catalan and Spanish
Pragmatic learning and study abroad: Effects of instruction and length of stay
2014
An Analysis of Blogs in Communicative Classrooms: Exploring its Potential
Analysing prospective teachers’ attitudes towards three languages in two different sociolinguistic and educational settings
Well I Never!: Formulaic Language as a Pragmatic Resource in Child Entertainment Media
Raising learners’ attention to refusals during Focus on Form interaction: Does the interlocutor matter?
Eva Alcón, Victòria Codina, Sofía Martín-Laguna
Teachers’ and students' perception of e-mail politeness in academic cyber-consultation: Implications for teaching pragmatics.
Otilia Martí, Patricia Salazar
2013
Refusals in instructional contexts and beyond
Laura Portolés, Sofía Martín-Laguna
Code switching in classroom discourse: A multilingual approach
An analysis of second life in foreign language learning and teaching: exploring its potential
Commentary on Copp Mokönen’s dissertation
Early stages of trilingual pragmatic development. A longitudinal study of requests in Catalan, Spanish and English
The effect of proficiency and interlocutor on learners’ performance during refusal focused tasks
2012
Discourse and language learning across L2 instructional settings
2011
Early requestive development in consecutive third language learning
2010
Speech Act Performance: Theoretical, empirical and methodological issues
Dell H. Hymes ya apostaba por un enfoque multilingüe y etnográfico en el estudio de la lengua
Patricia Salazar, Pilar Safont, Victòria Codina
2009
Refusal Strategies: a proposal from a sociopragmatic approach
Eva Alcón, Alicia Martínez
2008
Investigating Pragmatics in Foreign Language Learning, Teaching and Testing
Eva Alcón, María Carmen Campoy, Victòria Codina, Ana Fernández, Otilia Martí, Alicia Martínez, Pilar Safont, Patricia Salazar, Esther Usó
2007
L'Ensenyament /adquisició de segones llengües des d'una perspectiva pragmàticodiscursiva
2006
Current Trends in the Development and Teaching of the four Language Skills
Book Review: Trilingüismo en la enseñanza. Actitudes hacia la lengua minoritaria, la mayoritaria y la extranjera
2005
Editors’ introduction to pragmatics in instructed language learning
The effects of instruction on learners’ production of appropriate and accurate suggestions
Pragmatics in Instructed Language Learning (Edition: Special Issue)
