Josep M. Cots
Josep Maria Cots es profesor de inglés y lingüística aplicada en la Facultad de Letras de la Universidad de Lleida, donde imparte cursos de pragmática, análisis del discurso, comunicación intercultural, educación plurilingüe y lengua inglesa. Su investigación se centra en el análisis aplicado del discurso, la enseñanza y el aprendizaje de lenguas extranjeras, el multilingüismo y la competencia intercultural. Adopta un enfoque cualitativo (etnografía sociolingüística y análisis del discurso) para estudiar el desarrollo de la competencia multilingüe e intercultural en el contexto de políticas lingüísticas específicas en educación secundaria y terciaria. Ha publicado 8 libros y numerosos artículos de revistas y capítulos de libros. Josep Maria Cots ha sido investigador principal en varios proyectos de investigación financiados competitivos. Desde el año 2002, su investigación ha recibido un total de 17 becas de diferentes instituciones
- Multilingual policies in educational institutions
- Multilingualism as an individual and a social phenomenon
- Language, culture and identity issues in intercultural encounters
- Internationalisation, linguae francae and minority languages
Llibres/libros/Books (to 2024):
- Garrett, P. & Cots, J.M. (2018). The Routledge Handbook of Language Awareness. Routledge.
- Cots, J.M. (2018). Visions de la mobilitat universitària a Catalunya. Publicacions i edicions de la Universitat de Lleida.
Capítols de llibre/capítulos de libro/book chapters (2018-2024):
- Cots, J.M. (Forthcoming). Global competence and languages in the internationalization policies of Spanish higher education. In F. Dervin (Ed.), Critical intercultural perspectives on higher education. Characterizing, Critiquing and Unsettling Internationalization. Routledge.
- Cots, J.M. & Mir, M. (Forthcoming). Questioning in online intercultural exchanges: A critical reflection. In F. Dervin, J. Peng & V. Trémion (Eds.), Interculturality Online. Ideological Constructions and Considerations for Higher Education. Routledge.
- Cots, J.M. & Mancho-Barés, G. (2024). English-medium instruction in higher education in Spain. In K. Bolton, W. Botha & B. Lin (Eds.), The Routledge handbook of English-medium instruction (EMI) in higher education. (204-220). Routledge.
- Cots, J.M. (2022). Going out on a limb? Introducing a plurilingual perspective in a university business English subject. In D. Masats & L. Nussbaum (Eds.), Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings. (3-14). Routledge.
- Cots, J.M., Mitchell, R., Beaven, A. (2021). Structure and agency in the development of plurilingual identities in study abroad. In M. Howard (Ed.), Study abroad and the second language learner: expectations, experiences and development. (165-188). Bloomsbury.
- Cots, J.M., Garrett, P. (2018). Language Awareness. Opening up the field of study. In P. Garrett & J.M. Cots (Eds.), The Routledge handbook of language awareness. (1-19). Routledge.
Articles/artículos (revisats per parells/revisión por pares/peer-reviewed) (2018-2024):
- Sabaté-Dalmau, M., Cots, J.M., & Frumuselu, A. (2024). The challenges of the Internationalisation of the Curriculum: A pedagogical intervention to promote interculturality and plurilingualism in English-Medium Instruction. Innovation in Language Learning and Teaching, 1-15. https://doi.org/10.1080/17501229.2024.2395417
- Mena-Orduña, T., Cots, J. M., & Llanes, À. (2024). Students’ stance towards translanguaging in an EFL oral productive assessment task. Journal of Multilingual and Multicultural Development. 1-16. https://doi.org/10.1080/01434632.2024.23719
- Soulé, M. V., Vranješ, S., & Cots, J.M. (2023). The context of study abroad: affordances and constraints in the development of plurilingual identity. Language and Intercultural Communication, 23(5), 483-497. https://doi.org/10.1080/14708477.2023.2228284
- Cots, J.M., Gallego-Balsà, L., & Llanes, À. (2022). Promoting translanguaging (or not) in the ESP classroom: An analysis of monoglossic and heteroglossic practices and discourses. System, 107. https://doi.org/10.1016/j.system.2022.102795
- Llanes, À., & Cots, J.M. (2020). Measuring the impact of translanguaging in TESOL: A plurilingual approach to ESP. International Journal of Multilingualism, 19(4), 523-538. https://doi.org/10.1080/14790718.2020.1753749
- Gallego-Balsà, L. & Cots, J.M. (2019) Managing the foreign language classroom translingually: the case of international students learning Catalan in a study abroad situation. International Journal of Multilingualism, 16(4), 425-441. https://doi.org/10.1080/14790718.2018.1545020
- Mir, M., & Cots, J.M. (2019). The use of humor in Spanish and English compliments responses: a cross-cultural analysis. HUMOR (International Journal of Humor Research), 32(3), 393-416. https://doi.org/10.1515/humor-2017-0125
- Martin-Rubió, X., & Cots, J. M. (2018). Self-confidence among study abroad students in an ‘English as a lingua franca’ university. Language Awareness, 27(1-2), 96-112. https://doi.org/10.1080/09658416.2018.1435673
Graduate level:
- Intercultural communication
- Multilingual and intercultural education
Undergraduate level:
- Pragmatics in English
- Discourse analysis applied to English
Current postgraduate research supervision
- Title: The Impact of an EMI University Experience on Students’ Plurilingual Competence (co-supervision with Àngels Llanes)
Student: Thais Mena Orduña - Title: Social class, life stories and English learning: critical realist case studies from Barcelona (co-supervision with David Block)
Student: Carly Collins - Title:Class Inequality in Lebanese Higher Education (co-supervision with David Block)
Student: May Sabbagh