Irati Diert Boté
Irati Diert-Boté holds a bachelor’s degree in English Studies and a master’s degree in Applied Languages, both by the University of Lleida, and has been a member of CLA since 2016. In 2021, she defended her doctoral thesis entitled An exploration of English language learners’ emotions and beliefs in a Catalan context: Insights from self-reported experiences and observed classroom practices. She has partaken in several funded competitive research projects and a European teaching innovation project exploring (in)effective teaching practices in EMI, ESP and EFL contexts. She teaches undergraduate courses in the English Studies degree as well as English for Specific Purposes courses in various disciplines, such as Tourism and Audiovisual Communication and Journalism.
Irati conducts research in different English language learning/teaching contexts such as English as a Foreign Language (EFL), English for Specific Purposes (ESP) and English-medium Instruction (EMI). Her research interests revolve around exploring (in)effective teaching practices in these various settings from a qualitative perspective by focusing on the affective dimension of English language learning and teaching. Her research areas include language learners’ and teachers’ emotions and beliefs, self-concept, identity, multimodality, English as a lingua franca and plurilingualism.
Capítols de llibre/capítulos de libro/book chapters (2018-2024):
- Diert-Boté, I., & Moncada-Comas, B. (Forthcoming, 2024). Navigating the emotional landscape of an ESP lecturer: Stories of vulnerability and resilience in the implementation of a digital genre. In M. Nazari (Ed.), Emotional vulnerability of language teachers in digital settings. Springer.
- Diert-Boté, I., & Moncada-Comas, B. (2023). Analyzing EMI lecturer perceptions about the Self: Insights into their identities and self-concepts. In S. Karpava (Ed.), Handbook of research on language teacher identity (pp. 131-153). IGI Global. https://doi.org/10.4018/978-1-6684-7275-0.ch008
- Martin-Rubió, X., & Diert-Boté, I. (2023). (Dis)fluency and pronunciation accuracy in EMI lectures. In S. Dimova, J. Kling & B. Drljača Margić (Eds.), EMI classroom communication: A corpus-based approach (pp. 36-60). Routledge. http://doi.org/10.4324/9781003349150-3
- Moncada-Comas, B., & Diert-Boté, I. (2023). Moving beyond language in EMI research: A multimodal and multichannel analytical framework to visualise classroom practices. In S. Curle & J. Pun (Eds.), Qualitative methods for English medium instruction for emerging researchers: Theory and case studies of contemporary research (pp. 76-93). Routledge. https://doi.org/10.4324/9781003375531-7
- Diert-Boté, I., & Martin-Rubió, X. (2022). A comparison of two lecturers in an EMI context: The interplay between language proficiency and emotional experiences in the classroom. In I. Mavrou, M. Pérez Serrano & J.-M. Dewaele (Eds.), Recent advances in second language emotion research (pp. 271-294). Civitas Aranzadi Thomson Reuters. https://doi.org/10.32029/2605-4655.10.01.2022
- Moncada-Comas, B., & Diert-Boté, I. (2022). Good practices in ESP: The interplay between technology and interaction through multimodality and multichannelity. In S. García-Sánchez & R. Clouet (Eds.), Intercultural communication and ubiquitous learning in multimodal English language education (pp. 146-183). IGI Global. https://doi.org/10.4018/978-1-7998-8852-9.ch008
Articles/artículos (revisats per parells/revisión por pares/peer-reviewed) (2018-2024):
- Diert-Boté, I., & Moncada-Comas, B. (2024). Out of the comfort zone, into the learning zone: An exploration of students’ academic buoyancy through the 5-Cs in English-medium Instruction. System, 124. https://doi.org/10.1016/j.system.2024.103385
- Diert-Boté, I. (2023). The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data. Revista Brasileira de Linguística Aplicada, 23(2). https://doi.org/10.1590/1984-6398202318268
- Diert-Boté, I. (2023). Positivity in the English language learning classroom: An analysis of teacher-student moments of contact. Revista Española de Lingüística Aplicada, 36(2), 357–385. https://doi.org/10.1075/resla.20057.die
- Martin-Rubió, X., & Diert-Boté, I. (2023). “I don’t care about the physical appearance in a job”: A multimodal analysis of a challenging episode in the EMI classroom. Journal of English Medium Instruction, 2(2), 159-182. https://doi.org/10.1075/jemi.22012.mar
- Diert-Boté, I. (2022). “You feel a little bit embarrassed, but you get over it”: EFL students’ beliefs and emotions about speaking. Porta Linguarum, 37(1), 143-160. https://doi.org/10.30827/portalin.vi37.15924
- Martin-Rubió, X., & Diert-Boté, I. (2022). Catalan Law and Business Students in Italy: The impact of a stay abroad on fluency and accuracy. Theory and Practice of Second Language Acquisition, 8(1), 35-52. https://doi.org/10.31261/TAPSLA.10482
- Martin-Rubió, X., & Diert-Boté, I. (2021). Investigating learners’ affective relationships with their foreign languages: From amotivation to love. Konin Language Studies, 9(3), 357-378. https://doi.org/10.30438/ksj.2021.9.3.4
- Diert-Boté, I., & Martin-Rubió, X. (2018). Learning English in Catalonia: Beliefs and emotions through small stories and iterativity. Narrative Inquiry, 21(1), 56-74. https://doi.org/10.1075/ni.17029.die
Assignatures impartides actualment / Asignaturas impartidas actualmente/ Courses currently taught:
- Special Topics in Language and Linguistics (6 ECTS)
- English II for Tourism (6 ECTS)
- Oral and Written English for the Media (4 ECTS)
ORCID: https://orcid.org/0000-0002-6964-5996