|
The use of animated films as a resource to teach oral requests and responses to young language learners: An evaluative analysis |
2026 |
Esther Usó-Juan |
Book chapter |
|
Suggestions: An integrated taxonomy and its pedagogical application in L2 pragmatic instruction (with Daniel Márquez) |
2025 |
Alicia Martínez-Flor |
Journal article |
|
Does a short period of going abroad in an English-speaking country have an impact on primary students' writing skills? |
2025 |
Irene Guzman |
Journal article |
|
Aspects of disciplinary literacies in multilingual Europe: Rethinking policies for languages of schooling (with Francisco Lorenzo) |
2025 |
Irene Guzman |
Journal article |
|
Functions of Translanguaging in Primary School CLIL and EFL Settings |
2025 |
Gema Gayete |
Journal article |
|
Languages in the curriculum and at home: the impact on written appropriateness |
2025 |
Irene Guzman |
Journal article |
|
Languages are not enemies but friends’: Primary school teachers’ attitudes towards the use of translanguaging in the EFL classroom |
2025 |
Gema Gayete |
Journal article |
|
Pragmatic Outcomes in English: The Role of Socioeconomic Status and CLIL |
2025 |
Irene Guzman |
Book chapter |
|
|
New directions in Instructional Pragmatics Research |
2025 |
Irene Guzman, Richard Nightingale |
Edited volume |
|
|
Exploring Relationships Between Digital Media Contact, Language Attitudes, and Socio-Pragmatic Awareness in Multilingual Adolescents |
2025 |
Richard Nightingale |
Book chapter |
|
Examining L2 Learners’ Pragmatic Development of Refusal Strategies: The Impact of Audiovisual Instruction |
2025 |
Alicia Martínez-Flor, Esther Usó-Juan |
Book chapter |
|
Learner pragmatics in English-medium‑instruction courses at university: Current research and future avenues |
2024 |
Otilia Martí, Irene Guzman |
Journal article |
|
Descortesía en correos electrónicos de estudiantes universitarios en español |
2024 |
Patricia Salazar-Campillo |
Journal article |
|
Exploring the impact of language exposure outside the classroom on students’ writing |
2024 |
Irene Guzman |
Journal article |
|
Proficiency and writing at high school level in Spain: scoring students’ EFL performance with an analytic rubric |
2024 |
Patricia Salazar-Campillo, Gloria Sánchez |
Journal article |
|
Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging |
2024 |
Laura Portolés, Gema Gayete |
Journal article |
|
Multimodal input and L2 pragmatics: An eye-tracking study |
2024 |
Alicia Martínez-Flor |
Book chapter |
|
“There Are More Diversities in Multilingualism”: Visualising Dominant Language Constellations to Raise Awareness of Multilingualism in Future Language Teachers |
2024 |
Richard Nightingale |
Book chapter |
|
|
Young Multilingual Pragmatics. A Focus on Requests in CLIL and Non-CLIL Settings |
2024 |
Pilar Safont |
Book chapter |
|
|
Translanguaging and the Role of the L1 in CLIL Classrooms: Beliefs of In-Service Teachers |
2024 |
Laura Portolés |
Book chapter |
|
|
Multilingual cyberpragmatics in instructional settings. Exploring gender and age effects in Catalan, Spanish and English email requests |
2023 |
Pilar Safont |
Journal article |
|
L2 pragmatics in action: Teachers, learners and the teaching-learning interaction process |
2023 |
Alicia Martínez-Flor |
Book chapter |
|
|
Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics |
2023 |
Alicia Martínez-Flor |
Book chapter |
|
|
L2 Pragmatics in Action |
2023 |
Alicia Martínez-Flor |
Edited volume |
|
Investigating pragmatic development in study abroad contexts |
2023 |
Richard Nightingale, Eva Alcón |
Book chapter |
|
La movilidad virtualen la educación superior de habla hispana |
2023 |
Eva Alcón |
Journal article |
|
Metadiscourse Learning Trajectories in Multilingual Learners: A Focus on Attitude Markers and Hedges |
2023 |
Sofía Martín-Laguna |
Book chapter |
|
Address Forms and Politeness Markers in Spanish Students’ Emails to Faculty |
2023 |
Patricia Salazar-Campillo |
Journal article |
|
Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty |
2022 |
Esther Usó-Juan |
Journal article |
|
|
Teaching the pragmatics of English as an international language: A focus on pragmatic markers |
2022 |
Ariadna Sanchez, Alicia Martínez-Flor |
Journal article |
|
The multilingual turn in pragmatics. Is the use of hedges and attitude markers shared across languages in trilingual writing? |
2022 |
Sofía Martín-Laguna |
Journal article |
|
Using audiovisual material to teach refusals from a discursive perspective: A research-based proposal |
2022 |
Esther Usó-Juan, Alicia Martínez-Flor |
Journal article |
|
Exploring teachers' role and student's perceptions of learning in CLIL |
2022 |
Irene Guzman |
Book chapter |
|
Beliefs towards Multilingual Education: EFL Teachers vs Parents |
2022 |
Gema Gayete |
Journal article |
|
Regulative Discourse for Pre-Schoolers: Should English Language Teachers Be Polite? |
2022 |
Otilia Martí, Laura Portolés |
Journal article |
|
Multilingual pragmatic awareness in collaborative writing |
2022 |
Ignacio Martínez, Pilar Safont |
Journal article |
|
Language attitudes and third language writing in a multilingual educational context |
2022 |
Irene Guzman |
Journal article |
|
‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse |
2022 |
Pilar Safont |
Journal article |
|
|
The effect of individual factors on L3 teachers’ beliefs about multilingual education |
2022 |
Otilia Martí, Laura Portolés |
Journal article |
|
The effect of CLIL on L3 students’ oral production and comprehension in a primary school context |
2022 |
Gema Gayete |
Book chapter |
|
Students' Perception of Social Contextual Variables in Mitigating Email Requests |
2022 |
Victòria Codina |
Journal article |
|
La Universidad y la Igualdad de Género |
2022 |
Eva Alcón |
Edited volume |
|
In-service teachers’ language attitudes in the Valencian educational system: the effect of the school language programme and the L1 |
2021 |
Irene Guzman, Laura Portolés |
Journal article |
|
The influence of social distance and power in email politeness in an academic context |
2021 |
Victòria Codina |
Journal article |
|
Long-term instructional effects on learners’ use of email request modifiers |
2021 |
Esther Usó-Juan |
Book chapter |
|
|
Fostering learner’s (meta)pragmatic awareness through film analysis |
2021 |
Esther Usó-Juan, Alicia Martínez-Flor |
Journal article |
|
Teacher pragmatic awareness in English as an International Language |
2021 |
Esther Usó-Juan, Alicia Martínez-Flor |
Book chapter |
|
La integración de la perspectiva de género en la universidad |
2021 |
Eva Alcón |
Book chapter |
|
El multilingüisme a l'escola: tendències educatives i nous reptes |
2020 |
Laura Portolés |
Journal article |
|
|
Presentació del monogràfic: Retrat de l’educació multilingüe |
2020 |
Laura Portolés, Pilar Safont |
Journal article |
|
|
Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? |
2020 |
Otilia Martí |
Journal article |
|
Teaching speech acts in a second language |
2020 |
Alicia Martínez-Flor, Esther Usó-Juan |
Book chapter |
|
Más Talento para la Universidad Española |
2020 |
Eva Alcón |
Edited volume |
| |
Exploring Teachers’ and Students’ Language Attitudes in a Bilingual Community. |
2020 |
Gloria Sánchez |
Journal article |
|
Tasks, Pragmatics and Multilingualism in the Classroom: A Portrait of Adolescent Writing in Multiple Languages |
2020 |
Sofía Martín-Laguna |
Book (monograph) |
|
Review of Investigating the Learning of Pragmatics across Ages and Contexts |
2020 |
Tamara Hernández |
Other |
|
A Dominant Language Constellations Case Study on Language Use and the Affective Domain |
2020 |
Richard Nightingale |
Book chapter |
|
Pragmatic outcomes in the English-medium instruction context: The influence of intensity of instruction |
2019 |
Ana Herriaz, Eva Alcón |
Journal article |
|
Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms |
2019 |
Otilia Martí, Laura Portolés |
Book chapter |
|
|
Investigating the Learning of Pragmatics across Ages and Contexts |
2019 |
Patricia Salazar-Campillo, Victòria Codina |
Edited volume |
|
|
Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse |
2019 |
Richard Nightingale, Pilar Safont |
Book chapter |
|
|
The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context |
2019 |
Eva Alcón, Ariadna Sanchez |
Book chapter |
|
|
Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms |
2019 |
Sofía Martín-Laguna |
Book chapter |
|
|
Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context |
2019 |
Victòria Codina, Patricia Salazar-Campillo |
Book chapter |
|
Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training |
2019 |
Otilia Martí, Laura Portolés |
Journal article |
|
Openings and Closing in Emails by CLIL Students: A Pedagogical Proposal |
2019 |
Victòria Codina, Patricia Salazar-Campillo |
Journal article |
|
Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective |
2019 |
Richard Nightingale, Pilar Safont |
Journal article |
|
Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms |
2019 |
Irene Guzman |
Journal article |
|
Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines |
2019 |
Ariadna Sanchez, Eva Alcón |
Journal article |
|
Teachers’ language use and attitudes towards multilingual education in primary education |
2019 |
Irene Guzman |
Journal article |
|
Learning pragmatics in the multilingual classroom: Exploring multicompetence across types of discourse-pragmatic markers |
2019 |
Sofía Martín-Laguna |
Book chapter |
|
|
Politeness in first and follow-up emails to faculty: Openings and closings |
2019 |
Patricia Salazar-Campillo, Victòria Codina |
Book chapter |
|
|
Assessing the impact of extramural media contact on the foreign-language pragmatic competence and awareness of English philology students in Spain |
2019 |
Richard Nightingale |
Book chapter |
|
|
English-medium instruction and functional adequacy in L2 writing |
2019 |
Ana Herriaz, Eva Alcón |
Book chapter |
|
|
Teachers’ beliefs about multilingual pedagogies and the role of initial training |
2018 |
Laura Portolés, Otilia Martí |
Journal article |
|
Effects of task supported language teaching on learners’ use and knowledge of email request mitigators |
2018 |
Eva Alcón |
Book chapter |
|
Teacher’s feedback vs. computer-generated feedback: A focus on articles |
2018 |
Tamara Hernández |
Journal article |
|
Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment |
2018 |
Pilar Safont |
Book chapter |
|
Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach |
2018 |
Sofía Martín-Laguna, Eva Alcón |
Journal article |
|
Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom |
2018 |
Laura Portolés, Pilar Safont |
Journal article |
|
Editors' introduction to mixed method approaches in investigating pragmatic learning |
2018 |
Eva Alcón, Pilar Safont |
Journal article |
|
Pragmatic development during study abroad: An analysis of Spanish teachers' request strategies in English emails |
2017 |
Eva Alcón |
Journal article |
|
Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL) |
2017 |
Laura Portolés, Otilia Martí |
Journal article |
|
La importancia de la evaluación docente |
2017 |
Eva Alcón |
Journal article |
|
Learning Pragmatic Routines during Study Abroad: A Focus on Proficiency and Type of Routine |
2017 |
Eva Alcón |
Journal article |
|
Percepcions del futur professorat de primària sobre el potencial didàctic de l’AICLE més enllà de la competència lingüística en anglés |
2017 |
Otilia Martí, Laura Portolés |
Book chapter |
|
Getting to the point: una propuesta para el desarrollo y la evaluación de las competencias del inglés escrito en el contexto universitario |
2017 |
Richard Nightingale |
Book chapter |
|
Ensenyar anglés des d’una perspectiva plurilingüe: creences i coneixements previs del futur professorat d’educació infantil i primària |
2016 |
Otilia Martí, Laura Portolés |
Book chapter |
|
Exploring Textual Pragmatic Markers in a Multilingual Classroom Context |
2016 |
Sofía Martín-Laguna |
Book chapter |
|
Teaching apology formulas at the discourse level: Are instructional effects maintained over time? |
2016 |
Alicia Martínez-Flor |
Journal article |
|
Task-based language teaching: An analysis of learners’ perception of technology-mediated tasks in EFL contexts |
2016 |
Gloria Sánchez |
Journal article |
|
Pragmatic functions of formulaic speech in three different languages |
2016 |
Pilar Safont, Laura Portolés |
Journal article |
|
Eliciting oral interaction data in EFL settings |
2016 |
Eva Alcón |
Book chapter |
|
EFL Students' Preferences Towards Written Corrective Feedback: An Exploratory Study on Age and Level of Proficiency |
2016 |
Patricia Salazar-Campillo |
Journal article |
|
Multilingualism and Very Young Learners: An Analysis of Pragmatic Awareness and Language Attitudes |
2015 |
Laura Portolés |
Book (monograph) |
|
Learning and Using Multiple Languages: Current Findings from Research on Multilingualism |
2015 |
Pilar Safont, Laura Portolés |
Edited volume |
|
Teachers' percpetions of email requests: insights for teaching pragmatics in study abroad contexts |
2015 |
Eva Alcón |
Book chapter |
|
The promotion of multilingualism in a Catalan-speaking area. Familial challenges in the Valencian Community. |
2015 |
Pilar Safont |
Book chapter |
|
Instruction and pragmatic change during study abroad email communication |
2015 |
Eva Alcón |
Journal article |
| |
Do learners rely on metadiscourse markers? An exploratory study in English, Catalan and Spanish |
2015 |
Sofía Martín-Laguna, Eva Alcón |
Journal article |
|
|
Pragmatic learning and study abroad: Effects of instruction and length of stay |
2015 |
Eva Alcón |
Journal article |
|
An Analysis of Blogs in Communicative Classrooms: Exploring its Potential |
2014 |
Gloria Sánchez |
Journal article |
|
Analysing prospective teachers’ attitudes towards three languages in two different sociolinguistic and educational settings |
2014 |
Laura Portolés |
Book chapter |
|
Well I Never!: Formulaic Language as a Pragmatic Resource in Child Entertainment Media |
2014 |
Richard Nightingale |
Book chapter |
| |
Teachers’ and students' perception of e-mail politeness in academic cyber-consultation: Implications for teaching pragmatics. |
2014 |
Eva Alcón, Victòria Codina, Sofía Martín-Laguna |
Book chapter |
| |
Raising learners’ attention to refusals during Focus on Form interaction: Does the interlocutor matter? |
2014 |
Sofía Martín-Laguna |
Book chapter |
|
Refusals in instructional contexts and beyond |
2013 |
Otilia Martí, Patricia Salazar-Campillo |
Edited volume |
|
Code switching in classroom discourse: A multilingual approach |
2013 |
Laura Portolés, Sofía Martín-Laguna |
Book chapter |
| |
An analysis of second life in foreign language learning and teaching: exploring its potential |
2013 |
Gloria Sánchez |
Journal article |
|
|
Commentary on Copp Mokönen’s dissertation |
2013 |
Pilar Safont |
Other |
|
|
Early stages of trilingual pragmatic development. A longitudinal study of requests in Catalan, Spanish and English |
2013 |
Pilar Safont |
Journal article |
|
The effect of proficiency and interlocutor on learners’ performance during refusal focused tasks |
2013 |
Sofía Martín-Laguna, Eva Alcón |
Book chapter |
|
|
Discourse and language learning across L2 instructional settings |
2012 |
Eva Alcón, Pilar Safont |
Edited volume |
|
|
Early requestive development in consecutive third language learning |
2011 |
Pilar Safont |
Journal article |
|
Speech Act Performance: Theoretical, empirical and methodological issues |
2010 |
Alicia Martínez-Flor, Esther Usó-Juan |
Edited volume |
|
Dell H. Hymes ya apostaba por un enfoque multilingüe y etnográfico en el estudio de la lengua |
2010 |
Pilar Safont |
Journal article |
| |
Refusal Strategies: a proposal from a sociopragmatic approach |
2009 |
Patricia Salazar-Campillo, Pilar Safont, Victòria Codina |
Journal article |
|
Investigating Pragmatics in Foreign Language Learning, Teaching and Testing |
2008 |
Eva Alcón, Alicia Martínez-Flor |
Edited volume |
|
L'Ensenyament /adquisició de segones llengües des d'una perspectiva pragmàticodiscursiva |
2007 |
Eva Alcón, María Carmen Campoy, Victòria Codina, Ana Fernández, Otilia Martí, Alicia Martínez-Flor, Pilar Safont, Patricia Salazar-Campillo, Esther Usó-Juan |
Journal article |
|
Current Trends in the Development and Teaching of the four Language Skills |
2006 |
Esther Usó-Juan, Alicia Martínez-Flor |
Edited volume |
|
|
Book Review: Trilingüismo en la enseñanza. Actitudes hacia la lengua minoritaria, la mayoritaria y la extranjera |
2006 |
Pilar Safont |
Other |
|
|
The effects of instruction on learners’ production of appropriate and accurate suggestions |
2005 |
Alicia Martínez-Flor |
Journal article |
|
|
Pragmatics in Instructed Language Learning (Edition: Special Issue) |
2005 |
Eva Alcón, Alicia Martínez-Flor |
Journal article |
|
|
Editors’ introduction to pragmatics in instructed language learning |
2005 |
Eva Alcón, Alicia Martínez-Flor |
Journal article |
