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