Publicacions

Forthcoming / En publicació

Baills, F., & Baumann, S. (Under review). Prosody and head gestures as markers of information status in French as a native and foreign language. Language and Cognition.
Llurda, E. (in press). Balancing act: The rise of English and its impact on local languages in Catalonia. World Englishes.
Xi, X., Li, P., Baills, F., & Prieto, P. (Under review). Appropriate gesture performance helps the pronunciation of nonnative segmental features more than gesture observation. Studies in Second Language Learning and Teaching.
Zhang, Y., Baills, F., & Prieto, P. (In press). Embodied music training may help improve speech imitation and pronunciation skills. Language Teaching.

2024

Aguilar-Pérez, M., & Arnó-Macià, E. (2024). Personal narratives of three EMI teachers: construction of their identities based on their experiential development. Journal of Multicultural and Multilingual Development, 1-14. http://dx.doi.org/10.1080/01434632.2024.2373254
Borràs, J., Gallego-Balsà, L., & Arnó-Macià, E. (2024). Editorial. Journal of Virtual Exchange, 7 (Special Issue: University Internationalisation), iiv. https://doi.org/10.21827/jve.7.41893i
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
Faraj, J., Bellot, A.R. & Frumuselu, A.D. (2024). Examining International and Intercultural Issues in English Teaching Textbooks in Palestine: A mixed-methods approach. TEFLIN Journal, 35(1), 1-18, http://dx.doi.org/10.15639/teflinjournal.v35i1/1-18
Faraj, J., Frumuselu, A.D. & Bellot, A.R. (2024). EFL’s Teachers perception and practice of intercultural competence in Palestine. Issues in Educational Research, 34(2), 492-512. http://www.iier.org.au/iier34/faraj.pdf
Güvendir, E., Borràs, J. & Güvendir, M. (2024). The effects of study abroad on L2 vocabulary development: A meta-analysis. Study Abroad Research in Second Language Acquisition and International Education, 9(1), 26-51. John Benjamins. https://doi.org/10.1075/sar.22014.bor
Llanes, À., Barón, J., Sánchez, A. (2024). L2 pragmatic development by early teenagers in study abroad and foreign language settings: a focus on pragmatic markers. Language, Culture and Curriculum, 37(3), 419-433. https://doi.org/10.1080/07908318.2024.2349043
Llurda, E. & J. Calvet-Terré (2024). Native-speakerism and non-native second language teachers: A research agenda. Language Teaching, 57(2), 229-245. DOI: 10.1017/S0261444822000271.
Llurda, E., & Mocanu, V. (2024). English in Spain: Education, attitudes and native-speakerism. World Englishes, 43(2), 315-331. DOI: 10.1111/weng.12651
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
Mocanu, V., & Llurda, E. (2024). Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme. Journal of Multilingual and Multicultural Development. Online. https://doi.org/10.1080/01434632.2024.2357716
Mocanu, V., & Vraciu, A. (2024). Lecturer identity as a nexus between EMI planning and practice: a case study at the University of Lleida (Spain). Current Issues in Language Planning, 1–17. https://doi.org/10.1080/14664208.2024.2376964
Vraciu, A., & Marsol, A. (2023). Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia. Language Teaching Research.
Purroy, H. T., & Alcolea, S. M. (2024). La sostenibilitat del català en la recerca a la universitat catalana “internacional”: un estudi de cas. Revista de Llengua i Dret, 69-87.
Sabaté-Dalmau, M. (2024). Political protest landscapes in Catalonia: language choice, utopian/dystopian discourse and “Catalans”-“Spaniards” identities. Social Semiotics, 1–22. https://doi.org/10.1080/10350330.2024.2375067
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
Sánchez, A., Barón, J., & Llanes,À. (2024). The development of pragmatic markers in English as a second language: Do age and learning context matter? Languages, 9(4), 115. https://doi.org/10.3390/languages9040115

2023

Baills, F., & Prieto, P. (2023). Embodying rhythmic properties of a foreign language through hand-clapping helps children to better pronounce words. Language Teaching Research, 27, 1576-1606. https://doi.org/10.1177/1362168820986716
Borràs, J. (2023). Comparing L2 learning outcomes in traditional and English as a lingua franca study abroad contexts. The Language Learning Journal, 52(4), 414–425. https://doi.org/10.1080/09571736.2023.2193581
Calvet-Terré, J. & E. Llurda (2023). Ideologies and attitudes of Spanish pre-service teachers on ELF. Journal of English as a Lingua Franca, 12(1), 91-116. DOI: 10.1515/jelf-2023-2004.
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
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
Köylü, Z., & Borràs, J. (2023). ‘I came as a visitor, but I stayed’: an ERASMUS-Sojourn in an ELF country. Language and Intercultural Communication, 1–15. https://doi.org/10.1080/14708477.2023.2286471
Li, P., Baills, F., Alazard-Guiu, C., Baqué, L., & Prieto, P. (2023). A pedagogical note on teaching L2 prosody and speech sounds using hand gestures. Journal of Second Language Pronunciation, 9(3), 340-249. http://doi.org/10.1075/jslp.23043.li
Li, P., Zhang, Y., Baills, F., & Prieto, P. (2023). Musical perception skills predict speech imitation skills: Differences between speakers of tone and intonation languages. Language and Cognition. First Online. https://doi.org/10.1017/langcog.2023.52
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
Sabaté-Dalmau, M., & Moncada-Comas, B. (2023). Exploring the affordances of multimodal competence, multichannel awareness and plurilingual lecturing in EMI. System, 118. https://doi.org/10.1016/j.system.2023.103161
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
Tinedo Rodríguez, A.J. & Frumuselu, A.D. (2023). SDH as a Pedagogical Tool: L2, Interculturality and EDI. Translation and Translanguaging in Multilingual Contexts, Special Issue: Audiovisual Translation in Context: Granting access to digital mediascapes. (Eds. Jorge Díaz Cintas, Alessandra Rizzo and Cinzia Spinzi), 9 (3), pp.316-336, https://doi.org/10.1075/ttmc.00116.tin
Valls-Figuera, R.G.; Torrado-Fonseca, M.; Borràs, J. (2023). The Impact of International Student Mobility on Multicultural Competence and Career Development: The Case of Students from Latin America and the Caribbean in Barcelona. Education Sciences, 13, 869. https://doi.org/10.3390/educsci1309086
Vraciu, A., & Marsol, A. (2023). “Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia”. Language Teaching Research. https://doi.org/10.1177/13621688231170073
Zhang, Y., Baills, F., & Prieto, P. (2023). Singing songs facilitated L2 pronunciation and vocabulary for Chinese adolescent ESL learners. Languages, 8(3), 219. https://doi.org/10.3390/languages8030219

2022

Aguilar-Pérez, M., & Khan, S. (2022). Metadiscourse use when shifting from L1 to EMI lecturing: Implications for teacher training. Journal of Innovation in Teaching and language learning, 16, 297-311. https://doi.org/10.1080/17501229.2022.2057503
Baills, F., & Prieto, P. (2022). Els beneficis de la música en l’aprenentatge fonològic d’una llengua estrangera. Llengua, societat i comunicació, 20, 35-47. https://doi.org/10.1344/LSC-2022.20.4
Baills, F., Alazard-Guiu, C., & Prieto, P. (2022). Embodied prosodic training helps improve accentedness and suprasegmental accuracy. Applied Linguistics, 43(4), 776-804. http://doi.org/10.1093/applin/amac010
Baills, F., Rohrer, P.-L., & Prieto, P. (2022). Le geste et la voix pour enseigner la prononciation en langue étrangère. Mélanges Crapel, 43(1). https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/Melanges_43_1_8_Baills_e t_al.pdf
Block, D., & Moncada-Comas, B. (2022). English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers. International Journal of Bilingual Education and Bilingualism, 25(2), 401-417. https://doi.org/10.1080/13670050.2019.1689917.
Borràs, J., & Llanes, À. (2022). Traditional Study Abroad vs. ELFSA: Differences and Similarities in L2 Reading, Vocabulary, and Use. Journal of Language, Identity & Education, 1–16. https://doi.org/10.1080/15348458.2022.2064287
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
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
Li, P., Xi, X., Baills, F., Baqué, L., & Prieto, P. (2022). Embodied prosodic training helps improve not only accentedness but also vowel accuracy. Language Teaching Research, 39(4), 1077-1105. https://doi.org/10.1177/02676583221124075
Llurda, E. (2022). On speakers and users: A rejoinder to ‘Theorizing the speaker and speakerness in applied linguistics and sociolinguistics’. Journal of Applied Linguistics and Professional Practice, 16(2), 246-251.
Mancho-Barés, G., Khan, S., & Aguilar-Pérez, M. (2022). An EMI lecturer’s assessment pracices with engineering laboratory reports. Journal of English-Medium Instruction, 1(2), 232-254. https://doi.org/10.1075/jemi.21008.man
Mancho-Barés, G., Khan, S., & Aguilar, M. (2022). Genre analysis of laboratory reports in an EMI subject: development of student literacy in disciplinary writing. Journal of English Medium instruction, 1(2), 232-254.
Martin-Rubió, X. (2022). La gestió del repertori lingüístic a la classe de tecnologia en anglès: aprenent contingut, llengua i valors. Revista Catalana de Pedagogia, 22, 54-70. https://doi.org/10.2436/20.3007.01.180
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
Mas‐Alcolea, S., & Torres‐Purroy, H. (2022). Discourses of foreign language development in study abroad: Social networks and other intervening factors. Foreign Language Annals, 55(2), 494-516.
Moncada Comas, B. (2022). The role of the L1 in EMI classroom practices. CLIL Journal of Innovation and Research in Plurilingual and pluricultural Education, 5(2), 23-36. https://doi.org/10.5565/rev/clil.84
Moncada Comas, B. (2022). What students have to say about EMI: exploring university students’ perspectives on changing the learning/teaching language to English. ESP today, 10(2), 263-285. https://doi.org/10.18485/esptoday.2022.10.2.4.
Roquet, H., Vraciu, A., Nicolás-Conesa, F., & Pérez-Vidal, C. (2022). Adjunct instruction in higher education: Examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism, 25(4), 1377-1398. https://doi.org/10.1080/13670050.2021.1892970
Sabaté-Dalmau, M. (2022). ‘Localizing English in town’: A Linguistic Landscape project for a Critical Linguistics Education on multilingualism’. International Journal of Bilingual Education and Bilingualism, 25(2), 1-17. 10.1080/13670050.2022.2067978.
Torres-Purroy, H., & Mas-Alcolea, S. (2022). Language policy and multilingualism in semi-peripheral higher education research: Two cases from a University in Catalonia. Linguistics and Education, 71, 101105.
Vraciu, A., & Curell, H. (2022). Language learning opportunities in native vs. non-native EMI lecturer input: Insights for a language-aware approach to EMI teacher training. Innovation in Language Learning and Teaching, 16(4-5), 337-350. https://doi.org/10.1080/17501229.2022.2030905
Vraciu, A., & Pladevall-Ballester, E. (2022). L1 use in peer interaction: Exploring time and proficiency pairing effects in primary school EFL. International Journal of Bilingual Education and Bilingualism, 25(4), 1433-1450. https://doi.org/10.1080/13670050.2021.1892967

2021

Arnó, E., McCall, M., Kenzie, D., Isohella, S., Maylath, B. (2021). Designing Telecollaborative Projects for Professional Communication and User Experience. Journal of Universal Computer Science, vol. 27, no. 5, 450-471.
Baills, F., Cheng, Y., Bu, Y., Zhang, Y., & Prieto, P. (2021). Listening to songs and singing benefitted initial stages of L2 pronunciation but not recall of word meaning. Language Learning, 71(2), 369-413. https://doi.org/10.1111/lang.12442
Behforouz, B., & Frumuselu, A.D. (2021). The Effect of Text Messaging on EFL Learners’ Lexical Depth and Breadth. Journal of Language and Education, 7(2), 107-123. https://doi.org/10.17323/jle.2021.11469
Borràs, J. & Llanes, À. (2021). Investigating the impact of a semester-long study abroad program on L2 reading and vocabulary development. Study Abroad Research in Second Language Acquisition and International Education, 6 – 2, 276 – 297. John Benjamins Publishing Company. https://doi.org/10.1075/sar.21015.bor
Duchêne, A., Ellece, S. E., Tupas, R., Sabaté-Dalmau, M., Unamuno, V., & Urla, J. (2021). Welcome on board! Prefiguring knowledge production in the Sociology of language. Special Issue International Journal of the Sociology of Language, 3(8), 267-268. https://doi.org/10.1515/ijsl-2021-2121
Faraj, J., Bellot, A.R. & Frumuselu, A.D. (2021). Intercultural Competence in Crisis: An Analysis of the Cultural Content in Palestinian EFL Textbooks. Cultural Perspectives- Journal for Literary and British Cultural Studies in Romania, 26, 113-128, Bacau: Alma Mater Publishing House, Available at: https://pubs.ub.ro/?pg=revues&rev=cp&num=202126&vol=0&aid=5369
Irun, M. (2021) “Tasques Efectives per aprendre llengües”. INter EOI n.17 ISSN 2385-4820
Li, P., Xi, X., Baills, F., & Prieto, P. (2021). Training non-native aspirated plosives with hand gestures: Learners’ gesture performance matters. Language Cognition and Neuroscience, 36(10), 1313-1328. https://doi.org/10.1080/23273798.2021.1937663
Llanes À. & Tragant E (2021). Measuring the effects of repeated exposure to children’s graded readers. Language Teaching Research. https://doi.org/10.1177/13621688211036609
Martin-Rubió, X. (2021). Audacity and Praat as pedagogical tools: Analysing fluency and pronunciation accuracy. Philologia,19(1), 37-50.
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
Moncada-Comas, B., & Block, D. (2021). CLIL-ised EMI in practice: Issues arising. The Language Learning Journal, 49(6), 686-698. https://doi.org/10.1080/09571736.2019.1660704.

2020

Arnó-Macià, E., Aguilar-Pérez, M., & Tatzl, D. (2020). Engineering students’ perceptions of ESP courses as a gateway to academic and professional communication. Journal of English for Specific Purposes, 58, 58-74. https://doi.org/10.1016/j.esp.2019.12.001
Behforouz, B. & Frumuselu, A.D. (2020). The Impact of Text Messaging as an Instructional Tool to Enhance Learner Autonomy and Perception. International Journal of Learning, Teaching and Educational Research. 19 (11), 184-202, https://doi.org/10.26803/ijlter.19.11.11
Borràs, J. & Llanes, À. (2020). L2 reading and vocabulary development after a short Study Abroad experience. VIAL: Vigo International Journal of Applied Linguistics. 17, 35 – 55. Revistas UVigo. https://doi.org/10.35869/vial.v0i17.1464
Frumuselu, A.D. (2020). Bringing humour and emotive language from sitcoms into the EFL classroom. INTERSTUDIA., 17, 125-134, Bacau: Alma Mater Publishing House Available at: http://interstudia.ub.ro/article/767
Frumuselu, A.D. & Bellot, A.R. (2020) Enhancing Urban Culture Awareness and Anti-racism Values in the EFL Classroom. Cultural Perspectives- Journal for Literary and British Cultural Studies in Romania. 25, 169-188. Bacau:Alma Mater Publishing House Available at: https://pubs.ub.ro/?pg=revues&rev=cp&num=202025&vol=0&aid=5178
Gutiérrez-Colón, M., Frumuselu, A. D. & Curell, H. (2020). Mobile-assisted Language Learning to Enhance L2 Reading Comprehension: A Selection of Implementation Studies between 2012-2017. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813179
Irun, M (2020) “La Llengua Oral i el Treball Globalitzat”. Departament d’Educació. Generalitat de Catalunya.
Li, P., Baills, F., & Prieto, P. (2020). Observing and producing durational hand gestures facilitates the pronunciation of novel vowel length contrasts. Studies in Second Language Acquisition, 42(5), 1015-1039. http://doi.org/10.1017/S0272263120000054
Llanes, À., & Cots, J.M. (2020). Measuring the impact of translanguaging practices in TESOL: a plurilingual approach to ESP in higher education. International Journal of Multilingualism, 19(4), 523-538. https://doi.org/10.1080/14790718.2020.1753749
Llurda, E. (2020). Aprendre anglès per a parlar amb el món: Reflexions al voltant de l’ensenyament de l’anglès com a llengua franca global. Caplletra, 68, 199-217.
Llurda, E. & J. M. Cots (2020). PLURELF: A project implementing plurilingualism and English as a Lingua Franca in English language teaching at university. Status Quaestionis. Language, text, culture, 19, 259-276.
Mancho-Barés, G., & Aguilar-Pérez, M. (2020). EMI lecturers’ practices in correcting English: Resources for language teaching? Journal of Immersion and Content-Based Language Education, 8(2), 257-284. https://doi.org/10.1075/jicb.19011.man
Pellicer-Sánchez, A., Tragant, E., Conklin, K., Rodgers, M., Serrano, R., & Llanes, À. (2020). Young Learners’ Processing Of Multimodal Input And Its Impact On Reading Comprehension: An Eye-Tracking Study. Studies in Second Language Acquisition, 42(3), 577-598. https://doi.org/0.1017/S0272263120000091
Pladevall-Ballester, E., & Vraciu, A. (2020). EFL child peer interaction: Measuring the effect of time, proficiency pairing, and language of interaction. Studies in Second Language Learning and Teaching, 10(3), 449-472. https://doi.org/10.14746/ssllt.2020.10.3.5
Sabaté-Dalmau, M. (2020). Hidden language ‘battles’ in the diaspora: Attitudes towards home and host languages among Pakistanis in Barcelona. In L. Wang & F. Coulmas (Eds.), Language and Communication of Asian Diaspora Communities in the West. Special Issue in Journal of Asian Pacific Communication.1-23. https://doi.org/10.1075/japc.00065.dal
Sabaté-Dalmau, M. (2020). Neoliberal language policies and linguistic entrepreneurship in Higher Education: Lecturers’ perspectives. Language, Culture and Society, 2(2), 175-197. https://doi.org/10.1075/lcs.19018.dal
Soria, S., Gutiérrez-Colón, M., & Frumuselu, A. D. (2020). Feedback and Mobile Instant Messaging: Using WhatsApp as a Feedback Tool in EFL. International Journal of Instruction, 13(1), 797-812. https://doi.org/10.29333/iji.2020.13151a
Vraciu, A. (2020). Production accuracy of verb morphology in early EFL: Does primary school CLIL make a difference? Linx, 81, 1–26. https://doi.org/10.4000/linx.3857
Zhang, Y., Baills, F., & Prieto, P. (2020). Handclapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from training Chinese adolescents with French words. Language Teaching Research, 24(5), 666-689. http://doi.org/10.1177/1362168818806531

2019

Block, D. & Moncada-Comas, B. (2019): English-medium instruction in higher education and the ELT gaze: STEM lecturers’ self-positioning as NOT English language teachers, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1689917
Borràs, J., & Llanes, À. (2019). Re-examining the impact of SA on L2 development: A critical overview. Language Learning Journal.
Llanes, À. (2019). Study Abroad as a context for learning English as an International Language. In M. Howard(Ed.), Study Abroad, Second Language Acquisition and Interculturality: Contemporary Perspectives. Multilingual Matters.
Llurda, E. (2018). English language teachers and ELF. In J. Jenkins, W. Baker & M. Dewey (eds.) The Routledge Handbook of ELF. 518-528. Abingdon, UK: Routledge.
Moncada-Comas B. & Block D. (2019) CLIL-ised EMI in practice: issues arising, The Language Learning Journal, DOI: 10.1080/09571736.2019.1660704
Tragant, E., Llanes, À., & Pinyana, À. (2019). Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English. Reading and Writing.

2018

Aguilar, M. (2018). Integrating intercultural competence in ESP and EMI: from theory to practice. ESP Today. (in print).
Arnó, E., Aguilar, M. (2018).ESP, EMI and interculturality: how internationalized are university curricula in Catalonia? ESP Today, 6 (2), 184-207.
Mousten, B.; Vandepitte, S.; Arnó, E.; Maylath, B. (Eds.) (2018). Multilingual Writing and Pedagogical Cooperation in Virtual Learning Environments. Hershey, PA: IGI Global. Block, D. (2018). Political Economy in Sociolinguistics: Neoliberalism, Inequality and Social Class. London: Bloomsbury.Block, D. (2018). The political economy of language education research (or the lack thereof): Nancy Fraser and the case of translanguaging. Critical Inquiry in Language Studies. DOI: https://doi.org/10.1080/15427587.2018.1466300.
Block, D. (2018). What would Karl say? The entrepreneur as ideal (and cool) citizen in 21^st century societies. Language Sciences. DOI: https://doi.org/10.1016/j.langsci.2018.04.006
Block, D. (2018). Some thoughts on education and the discourse of global neoliberalism. Language and Intercultural Communication, 18 (5): 576-584.
Block, D. (2018). Some thoughts on CDS and its Marxist political economy bases. Critical Discourse Studies, 15 (4): 390-401.
Block, D. & Gray, J. (2018). French language textbooks as ideologically imbued cultural artefacts: Political economy, neoliberalism and (self) branding. In S. Coffey & U. Wingate (eds). New directions for language learning in the 21^stcentury (pp. 115-131). London: Routledge.
Block, D. (2018). Inequality and class in language policy and planning. In J. Tollefson & M. Pérez-Milans (eds) The Oxford handbook of language policy and planning (pp. 568-588). Oxford: Oxford University Press.
Block, D. (2018). The materiality and semiosis of inequality, class struggle and warfare: the case of home evictions in Spain. In R. Wodak & B. Forchtner (eds) Routledge handbook of language and politics (pp. 646-659). London: Routledge.
Block, D. (2018). Class and class warfare. In J. Flowerdew & J. Richardson (eds) Routledge handbook of critical discourse analysis (pp. 345-358). London: Routledge.
Block, D. (2018). Revisando el constructo de “identidad” en lingüística aplicada: Antecedentes, bases, aclaraciones conceptuales e interseccionalidad. In S. Pfleger (ed.) Lenguaje y construcción de la identidad: Una mirada desde diferentes ámbitos. México: CELE, Universidad Nacional Autónoma de México.
Block, D. (2018). El poder hablando a los que hablan al poder: construcciones discursivas derechistas de la Plataforma de Afectados por la Hipoteca. In J. Sánchez, E. Ballesté & C. Feixa (eds). Política, movimientos sociales y juventud después de la primavera indignada. Lleida, Spain: Milenio.
Block, D. (2018). Paradoxes en l’estudi de la mobilitat i la internacionalització universitàries. In J. M. Cots (ed.) Visions de la mobilitat universitària. (pp. 68-71). Lleida, Spain: Edicions de la Universitat de Lleida.
Llanes, À. (2018). Reading in English as a Foreign language: Examining differences in reading speed, comprehension, efficacy and L1 cross-linguistic influence across grades. Investigaciones Sobre Lectura, 9, 1-49.
Llanes, À. (2018). What do we (not) know about the effects of age on L2 development when learning occurs in a study abroad setting? In C. Sanz and A. Morales-Font (Eds.), The Routledge Handbook of Study Abroad Research and Practice. Routledge.
Llurda, E. (2018). English language teachers and ELF. In J. Jenkins, W. Baker & M. Dewey (eds.) The Routledge Handbook of ELF. 518-528. Abingdon, UK: Routledge.
Sabaté Dalmau, Maria. 2018. Presents i futurs de la mobilitat i la internacionalització a les universitats catalanes (opuscule). In J. M. Cots (ed.) Visions de la mobilitat universitària a Catalunya. Lleida: Edicions de la Universitat de Lleida. 65-67. ISBN: 978-8-49144-093-2.
Sabaté Dalmau, Maria. 2018. Multilingualism in migrant-tailored businesses: The case of telecommunications multinationals and “ethnic” call shops. In A. Creese i A. Blackledge (eds.) The Routledge Handbook on Language and Superdiversity. Londres: Routledge. 361-376. ISBN13: 978-11-389-0509-2.
Sabaté-Dalmau, Maria. 2018. Undocumented migration, informal economic work and peripheral multilingualism: Challenges to neoliberal regimes? Language and Intercultural Communication 18 (4): 362-376. ISSN: 1747-759X. https://doi.org/10.1080/14708477.2018.1478848
Sabaté-Dalmau, Maria. 2018. ‘I speak small’: unequal Englishes and transnational identities among Ghanaian migrants. International Journal of Multilingualism 15 (4): 365-382. https://doi.org/10.1080/14790718.2018.1428329. ISSN: 1747-7530.
Sabaté i Dalmau, Maria. 2018. Exploring the interplay between narrative and ethnography: A critical sociolinguistic approach to migrant stories of disemplacement. In A. Patiño-Santos (ed.) Storytelling in globalized spaces: A linguistic ethnographic perspective. Special Issue a International Journal of the Sociology of Language 2018 (250): 35-58. ISSN: 1613-3668. DOI: https://doi.org/10.1515/ijsl-2017-0054. https://www.degruyter.com/view/j/ijsl.ahead-of-print/ijsl-2017-0054/ijsl-2017-0054.xml.
Sabaté-Dalmau, Maria. 2018. Migrants’ minority-language newspeakerism: The pervasiveness of nation-state monolingual regimes in transnational contexts. Journal of Sociolinguistics 22: 5-28. ISSN: 1467-9841. DOI: 10.1111/josl.12270.
Torres-Oliva, María i Sabaté-Dalmau, Maria. 2018. Identidades, ideologías y prácticas lingüísticas del alumnado de primaria en el Valle de Benasque: miradas monolingües. Luenga y Fablas 22: 89-106.

2017

Arnó-Macià, E. (2017). Learner Autonomy and Awareness through Distance Collaborative Group Work in English for Academic Purposes. In R. Breeze & C. Sancho Guinda (eds) Essential Competencies for English-medium University Teaching. Educational Linguistics, vol 27. Springer, Cham.
Block, D. (2017). Discourses in conflict: resource inequality, class warfare and home repossessions. Social Semiotics, 27 (3): 255-264.
Block, D. (2017). Political economy in applied linguistics research. Language Teaching, 50 (1): 32-64.
Block, D. (2017). Positioning theory and life-story interviews: discursive fields, gaze and resistance. In S. Bagga-Gupta, A. Lyngvaer Hansen & J. Feilberg (eds) Identity revisited and reimagined. Empirical and theoretical contributions on embodied communication across time and space. Berlin: Springer, pp. 25-40.
Block, D. (2017). Researching language and social class in education. In King & Y.-J. Lai (eds) Research methods. Encyclopedia of language and education, Volume 10, 3rd edition. New York: Springer, pp. 159-169.
Block, D. (2017). Journey to the centre of language teacher identity. In G. Barkhuizen (ed.) Reflections on language teacher identity research. London: Routledge, pp. 31-36.
Block, D. (2017). Migration, language and social class. In S. Canagarajah (ed) Routledge Handbook on Migration and Language. London: Routledge, pp. 133-148.
Block, D. (2017). London stories revisited: Algunes reflexions sobre les contribucions a aquest volum. In Feixa, C. Rubio, J. Ganau, & F. Solsona (eds) L’emigrant 2.0 Emigració juvenil, nous moviments socials i xarxes digitals. Barcelona: Col·lecció Estudis Observatori Català de la Joventut Universitat de Lleida – Programa RecerCaixa, pp. 261-267.
Block, D. (2017). La propagación de la ignorancia. La Maleta de Portbou, 25 pp. 69-74.
Block, D. (2017). Review of Michele Gazzola and Bengt-Arne Wickström (eds) (2016). The Economics of Language Policy. Cambridge, MASS: MIT Press. Language and Intercultural Communication, DOI: 10.1080/14708477.2017.1326353, pp. 1-3.
Block, D. (2017). Review of Kathryn Woolard (2016) Singular and Plural: Ideologies of Linguistic Authority in 21st Century Catalonia. New York: Oxford University Press. Catalan Review, 31 pp. 149-152.
Bruzos, A., Docia, I., & Khan, K. (2017). The path to naturalization in Spain: old ideologies, new language testing regimes and the problem of test use. Language Policy. DOI:10.1007/s10993-017-9452-4.
Khan, K. (2017). Citizenship, securitization and ‘suspicion’ in UK ESOL In K. Arnaut, M.S. Karrabaek & M. Spotti (eds). Engaging with Superdiversity. pp. 302-319. Clevedon: Multilingual Matters.
Khan, K. (2017). The risks and gains of a single case study. In M. Martin-Jones and D. Martin. (eds). Researching Multilingualism: critical and ethnographic approaches.60-72. Abingdon: Routledge.
Khan, K., & Blackledge, A. (2017). ‘They Look into our lips:’ Negotiation of the citizenship ceremony as authoritative discourse. In T. Milani (ed). Language and Citizenship: Broadening the Agenda. pp.65-88. Amsterdam: John Benjamins Publishing.
Khan, K., & McNamara, T. (2017). Immigration law, citizenship and In S. Canagarajah (ed). Language and Migration. pp. 451-467. Abingdon: Routledge.
Mir, M. & Cots, J.M. (2017). Beyond saying thanks. Compliment responses in American English and Peninsular Spanish. Languages in Contra, 17 (1) pp. 128-150.
Mocanu, V. & E. Llurda (2017) Les perspectives de migració futura dels i de les estudiants que participen en programes de mobilitat universitària internacional. In C. Feixa, J. Ganau, F. Solsona & C. Rubio (eds.) L’emigrant 2.0. Emigració juvenil, nous moviments socials i xarxes digitals. pp. 139-152. Observatori Català de la Joventut.
Phillimore, J., Humphris, R., & Khan, K. (2017). Reciprocity for new migrant integration: resource conservation, investment and exchange. Journal of Ethnic Migration Studies. [Impact Factor: 1.362]. DOI: http://dx.doi.org/10.1080/1369183X.2017.1341709
Sabaté i Dalmau, M., Garrido Sardà, MR. & i Codó, E. (2017) Language-mediated services for migrants: Monolingualist institutional regimes and translinguistic user practices. In S. Canagarajah (ed.) The Routledge Handbook for Migration and Language. London: Routledge, pp.558-576.

2016

Cots, JM., Aguilar, M., Mas, S., & Llanes, À. (2016). Studying the impact of academic mobility on intercultural competence: a mixed-methods perspective. In Block, D. (ed.), Special issue of Language Learning Journal, 44:3.
Gallego-Balsà, L.; Cots, J. M (2016). ‘Living to the rhythm of the city’: internationalisation of universities and tourism discourse in Catalonia, anguage, Culture and Curriculum, 29, 1, p. 6-21
González, A. & E. Llurda (2016). Bilingualism and globalization in Latin America: Fertile ground for nativespeakerism. F. Copland, S. Garton & S. Mann (ed.), LETs and NESTs: Voices, views and vignettes. London:British Council, p. 93-112
Llanes, À. (2016). The influence of a short study abroad experience on perceived foreign accent: an exploratory study beyond the immediate effects, Study Abroad Research in Second Language Acquisition and International Education, p. 88-106.
Llanes, À. (2016). The role of language awareness in a study abroad context., Handbook of Language Awareness.
Llanes, À. (2016), The impact of a study abroad experience on L2 linguistic development: What we know and what we need to know. COST (Vilna, Lituània):
Llanes, À. (2016), The impact of reading modality (reading while listening vs. reading only) on reading fluency and comprehension in English as a foreign language: The case of children. SLRF (Nova York, EUA):
Llanes, À. (2016), The effects of reading modality (reading while listening vs. reading only) on reading fluency and comprehension in English as a foreign language: the case of children. AEAL (Mallorca, Espanya):
Llanes, À., Arnó, E., & Mancho, G. (2016). Is a semester abroad in a non-English speaking country beneficial for the improvement of English? The case of Erasmus students using English as a Lingua Franca., Special issue of Language Learning Journal, 44:3, p. 1-13
Llanes, À., Mora, JC. & Serrano, R. (2016). Differential effects of SA and intensive AH courses on teenagers., INJAL.
Llurda, E. (2016). Native speakers, English, and ELT: changing perspectives. In G. Hall (ed.), The Routledge Handbook of English Language TeachingRoutledge, p. 51-63
Llurda, E., L. Gallego-Balsà, C. Barahona & X. Martin-Rubió (2016). Erasmus student mobility and the construction of European citizenship, Language Learning Journal, 44, 3, p. 323-346
Martin-Rubió, X.; Cots, J. M (2016). Englishisation at a global space: students and staff making sense of language choices, Language and intercultural communication, 16, p. 402-417
Mocanu, V. & Llurda, E. (2016). Les perspectives de migració futura dels i les estudiants que participen en programes de mobilitat universitària internacional.. C. Feixa, J. Ganau, F. Solsona & C. Rubio (ed.), L’emigrant 2.0. Emigració juvenil, nous moviments socials i xarxes digitalsObservatori Català de la Joventut, p. 139-152
Sabaté i Dalmau, Maria (2016). El català dels locutoris. Pràctiques i ideologies lingüístiques de la migració en espais urbans castellanoparlants., Treballs de Sociolingüística Catalana, 26, p. 105-121. ISSN: 2013-9136
Sabaté i Dalmau, Maria (2016). The Englishisation of higher education in Catalonia: a critical sociolinguistic ethnographic approach to the students’ perspectives., Language, Culture and Curriculum. ISSN: 0790-8318
Sabaté-Dalmau, Maria (2016). Migrant narratives of dis/emplacement: The alternative spatialization and ethnicization of the local urban floor., Text & Talk 36, 3, p. 269-293. ISSN: 1860-7330
Serrano, R., Llanes, À., Tragant, E. (2016). Examining L2 development > in two short-term intensive programs: “at home” vs. abroad, System doi:10.1016/j.system.2016.01.003
Tragant, E., Serrano, R., & Llanes, À. (2016). Learning English during the summer: A comparison of two domestic programs for older children., Language Teaching Research. DOI: 10.1177/1362168816639757

2015

Block, D. (2015). Becoming a language teacher: Constraints and negotiation in the emergence of new identities, Bellaterra Journal of Teaching & Learning Language & Literature, 8:3.
Block, D. (2015). Identity and social class: Issues arising in applied linguistics research, Annual Review of Applied Linguistics, 35, p. 1-19.
Block, D. (2015). Seminar Discourse, social movements and networks: Presentation and discussion, Discurso & Sociedad, 9 (1), p. 33-40.
Block, D. (2015). Interrogando entrevistas de histórias de vida: narrativas, entrevistas, identidade e teoria de posicionamento. In A.-de-J. Ferreira (ed.), Narrativas Autobiográficas de Identidades Sociais de Raça, Gênero, Classe e Sexualidade em Linguagem. Campinas, Brazil:Pontes Editores, p. 209-234.
Block, D. (2015). Researching language and identity. In B. Paltridge & A. Phakiti (ed.), Research Methods in Applied Linguistics. London: Bloomsbury:, p. 527-540.
Block, D. (2015). Structure, agency, individualization and the critical realist challenge. In P. Deters, X. Gao, E. R. Miller & G. Vitanova (ed.), Theorizing and Analyzing Agency Second Language Learning: Interdisciplinary Approaches. Clevedon, UK:Multilingual Matters, p. 17-36.
Block, D. (2015). Becoming multilingual and being multilingual: Some thoughts. In J. Cenoz & D. Gorter (ed.), Between Language Learning and Translanguaging. Cambridge, UK:Cambridge University Press, p. 226-238.
Cots, J.M. (2015). Otherisation and non-otherisation strategies in the ABC model. In Finkbeiner, C. & Lazar, A. (ed.), Getting to Know Ourselves and Others Through the ABCs: A Journey Toward Intercultural Understanding. Charlotte, North Carolina (USA):Information Age Publishing, p. 101-116.
Cots, J.M. & Clemente, M. (2015). The discursive construction of teacher expertise in tandem-taught CLIL classes at university. In Knapp, A. & Aguado, K: (ed.), Foreign Languages in Higher Education. Opportunities and Challenges for the Acquisition of Lnowledge. Frankfurt am Main: Peter Lang, p. 71-95.
Llanes, À. & Prieto Botana, G. (2015). Does Listening Comprehension Improve as a Result of a Short Study Abroad Experience?, RESLA, 28:1, p. 199-212.
Llanes, À., Tragant, E., & Serrano, R. (2015). Language Learning Journal, Examining the role of learning context and individual differences on 2 development: The case of teenagers
Llurda, E. (2015). Non-native teachers and advocacy. Bigelow, M. & J. Ennser-Kananen (ed.), The Routledge Handbook of Educational Linguistics. New York:Routledge, p. 105-116. ISBN: 9780415531306
Mancho-Barés, G.; Arnó-Macià, E. (2015). English for Specific Purposes, The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESPBoard, p. 63-73. ISSN: 0889-4906.
Sabaté Dalmau, M. (2015). Migrant identities in narrative practice: In-/out-group constructions of ‘comrades’ and ‘rivals’ in storytelling about transnational life. Narrative Inquiry (ed.), 25 (1), p. 91-112. ISBN: 1387-6740.
Serrano, R. & Llanes, À. (2015). An exploratory study of the role of age and language learning aptitude in a short stay abroad, VIAL, 12, p. 107-126.
Tragant, E., Marsol, A., Serrano, R., & Llanes, À. (2015). International Journal of Bilingual Education and Bilingualism, Vocabulary learning at primary school: comparing EFL and CLIL DOI:10.1080/13670050.2015.1035227

2014

Block, D. (2014). Becoming a language teacher: Constraints and negotiation in the emergence of new identities. In R. Bizarro, R. Ponce de León, M. Ellison, S. Tomé & N. Husrt (ed.), Educaçao e Línguas. Mangualde, Portugal:Ediçoes Pedago.
Block, D. (2014). Moving beyond ‘lingualism’: multilingual embodiment and multimodality in SLA. In May, S. (ed.), Addressing the Multilingual Turn: Implications for SLA, TESOL and Bilingual Education.. London:Routledge, p. 54-77. ISBN: 978-0-415-53432-1.
Block, D. (2014). Becoming multilingual and being multilingual: Some thoughts. In Gorter, D. & J. Cenoz (ed.), Multilingual Education: New Perspectives. Cambridge:Cambridge University Press, p. 178-187.
Block, D. & Corona, V. (2014). Exploring class-based intersectionality, Language, Culture and Curriculum, 27:1. ISSN: 0790-8318.
Cots, J. M.; E. Llurda & P. Garret (2014). Language policies and practices in the internationalisation of higher education on the European margins: an introduction , Journal of Multilingual and Multicultural Development, 35:4, p. 311-317.
Garrett, P. & Gallego Balsà, L. (2014). International universities and implications of internationalisation for minority languages: views from university students in Catalonia and Wales, Journal of Multilingual and Multicultural Development , online.
Gray, J. & Block, D. (2014). All middle class now? Evolving representations of the working class in the neoliberal era – the case of ELT textbooks. In Harwood, N. (ed.), English Language Teaching Textbooks: Content, Consumption, Production. London:Palgrave Macmillan, p. 45-71. ISBN: 9781137276308.
Llanes,À., Serrano, R., Tragant, E. (2014). The impact of learning context and individual differences on the L2 development of a group of adolescents. Georgetown University Round Table. Washington, DC, EUA.
Llurda, E. (2014). Native and non-native teachers of English. In Chapelle, C. (ed.), The Encyclopedia of Applied LinguisticsJohn Wiley & Sons. ISBN: 9781405198431.
Llurda, E., Cots, J. M., & Armengol, L. (2014). Views on multilingualism and internationalisation in higher education: administrative staff in the spotlight, Journal of Multilingual and Multicultural Development, 35:4, p. 376-391.
Montero, L., Serrano, R., & Llanes, À. (2014). The Role of Learning Context and Age on the Use of L2 Communication Strategies, Language Learning Journal DOI:10.1080/09571736.2013.853824
Muñoz, C. & Llanes, À. (2014). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults, Modern Language Journal, 98:1, p. 432-449
Ribes, I., Llanes, À., Llurda, E (2014). First language attrition: the effects of acculturation to the host culture. AESLA. Sevilla.
Sabaté i Dalmau, M. (2014), Migrant Communication Enterprises: Regimentation and Resistance. Bristol:Multilingual Matters. 1-206. ISBN: 978-1-78309-218-5.
Sabaté i Dalmau, M. (2014). A sociolinguistic analysis of transnational SMS practices: Non-elite multilingualism, grassroots literacy and social agency among migrant populations in Barcelona, In L. A. Cougnon & C. Fairon (Eds.) SMS Communication. A Linguistic Approach. Amsterdam/Philadelphia:John Benjamins, p. 169-190. ISBN: 978-90-272-0280-2.
Saladrigues, G. & Llanes, À. (2014). Examining the impact of specificity of L2 exposure and amount of L2 exposure on L2 development in teenagers, Sintagma, p. 133-145.
Serrano, R., Tragant, E., & Llanes, À. (2014). Summer English courses abroad vs. , English Language Teaching Journal, 68:4, p. 397-409

2013

Armengol, L. (2013). Book Review – Intercultural dialogue in practice. Managing value judgement through foreign language education, Language and Intercultural Communication, doi: 10.1080/14
Armengol, L., Cots, J.M., Llurda, E., Mancho-Barés, G. (eds.) (2013), Universitats internacionals i plurilingües? Entre les polítiques i les pràctiques a les universitats de Catalunya. Lleida: Edicions i Publicacions de la Universitat de Lleida. ISBN: 978-84-8409-596-5.
Block, D. (2013). Critiquing applied linguistics, Special issue of Applied Linguistics, 4:2.
Block, D. (2013). Shaping ethnography in multilingual and multicultural contexts: An exploratory discussant piece. In S. Marshall, A. Clemente and M. Higgins (ed.), Language, Social Action and Identities in Multilingual and Multicultural Contexts: Reshaping the Ethnographic Encounter. Toronto: Althouse Press, p. 277-292.
Block, D. (2013). Issues in language and identity research in applied linguistics, ELIA, 13, p. 11-46. ISSN: 15776-5029.
Block, D. (2013). The structure and agency dilemma in identity and intercultural communication research, Language and Intercultural Communication, 13 :2, p. 126-147. ISSN: 1470-8477.
Lasagabaster, D., Cots, J. M., Mancho-Barés, G. (2013). Teaching staff’s views about the internationalisation of higher education: the case of two bilingual communities in Spain, Multilingua , 32:6, p. 751-778.
Llanes, À.; Muñoz, C. (2013). Age Effects in a Study Abroad Context: Children and Adults Studying Abroad and At Home, Language Learning, 63:1, p. 63-90.
Llurda, E. (2013). Book review: English-medium instruction at universities: Global challenges, ELT Journal, 67:3 doi: 10.1093/elt/cct045.
Llurda, E., Cots, J.M., Armengol, L. (2013). Expanding language borders in a bilingual institution aiming at trilingualism. In Haberland, D. Lonsman, Preisler, B. (ed.), Language Alternation, Language Choice, and Language Encounter in International Education. Dordrecht: Springer, p. 203-222.
Mancho-Barés, G., Llurda, E. (2013). Internationalization of Business English communication at university: a three-fold needs analysis, Ibérica, 26, p. 151-170. ISSN: 1139-7241.
Montero, L.; Serrano, R.; & Llanes, À. (2013). The Role of Learning Context and Age on the Use of L2 Communication Strategies, The Language Learning Journal. ISSN: 1753-2167.
Muñoz, C., & Llanes, À. (2013). Study Abroad and Changes in Degree of Foreign Accent in Children and Adults, Modern Language Journal, 98:1, p. 432-449.

2012

Block, D. (2012). Unpicking agency in sociolonguistic research with migrants. M. Martin-Jones and S. Gardner (ed.), Multilingualism, Discourse and Ethnography. London: Routledge, p. 47-60.
Block, D. (2012). Class and SLA: Making connections, Language Teaching Research, 16:2, p. 188-205.
Block, D. (2012). Commentary: Transnational South Korea as a site for a sociolinguistics and the disctinction of global elites, Journal of Sociolinguistics, 16:2, p. 277-282.
Block, D., Gray; M.Holborow, J. (2012), Neoliberalism and Applied Linguistics. London: Routledge.
Cots, J. M., Espelt, L. (2012). The voices of immigrant students in the classroom: discourse practices and language learning in a Catalan-Spanish bilingual environment. In Alcón Soler, E., & M.P., Safont Jordà (ed.), Discourse and learning across L2 instructional contexts. Amsterdam: Rodopi., p. 205-223
Cots, J.M (2012). English medium instruction at the university of Lleida: policy, beliefs and practices. In Doiz, A., D. Lasagabaster, & J. M. Sierra (ed.), English-Medium Instruction at Universities: Global Challenges. Bristol, England:Multilingual Matters., p. 106-130
Cots, J.M, Lasagabaster, D., Garrett, P. (2012). Multilingual policies and practices of universities in bilingual regions in Europe, International Journal of the Sociology of Language, 216, p. 7-32.
Garret, P., Cots, J.M., Lasagabaster, D., Llurda, E. (2012). The place of minority languages in universities in three European bilingual contexts: A comparison of student perspectives in the Basque Country, Catalonia and Wales. In Yiakoumetti, A. (ed.), Harnessing Linguistic Diversity for Better Education. Rethinking Education Oxford: Peter Lang., p. 139-166.
Llanes, À. (2012). The impact of Study Abroad and Age on L2 Accuracy Development . In C.Muñoz (ed.), Intensive exposure experiences in second language learning Multilingual matters, p. 193-212.
Llanes, À. (2012). The short and long term effects of a short study abroad experience: The case of children, System, 40:2, p. 179-190.
Llanes, À., Tragant, E., Serrano, R. (2012). The role of individual differences in a study abroad experience: the case of Erasmus students, The International Journal of Multilingualism, 9:3, p. 318-342.
Llurda, E. (2012). Some remarks on research on non-native teachers of English, Anglo Saxonica. Lisboa:, Ser. III:4, p. 23-33. ISSN: 0873-0628.
Serrano, R., Tragant, E., Llanes, À. (2012). A longitudinal analysis of the effects of one year abroad, The Canadian Modern Language Review, 68:2, p. 138-163.

2011

Block, D. (2011). Citizenship, education and global spaces, Language and Intercultural Communication, 11:2, p. 162-170.
Cots, J.M., Clemente, M. (2011). Tandem teaching in CLIL for tertiary education. Escobar, C.; Nussbaum, L. (ed.), Aprendre en una altra llengua. Bellaterra: Barcelona: Servei de Publicacions de la Universitat Autònoma de Barcelona, p. 165-184.
Llanes, À. (2011). The Many Faces of Study Abroad: An Update on the Research on L2 Gains emerged during a Study Abroad Experience, International Journal of Multilingualism, 3, p. 189-215.
Llurda, E. (2011). Non-native teachers and English as an international language. Wei, Li (ed.), The Routledge Applied Linguistics Reader. Oxon, Uk: Routledge, p. 69-76.
Nussbaum, L., Cots, J.M. (2011). Doing learning languages in a multilingual context: pragmatic aspects of classroom discourse in Catalonia. In Payrató, Ll.; Cots, J.M. (eds.) (ed.), The pragmatics of CatalanDe Gruyter Mouton, p. 331-359.
Pan Lin & Block, D. (2011). English as a , System, 39, p. 391-402.
Payrató, Ll., Cots, J.M. (2011). Catalan pragmatics and the pragmatics of Catalan. Payrato, Ll.; Cots, J.M. (ed.), The pragmatics of Catalan. Berlin/Boston: De Gruyter Mouton, p. 1-13.
Serrano, R., Llanes, À., Tragant, E. (2011). Analyzing the Effect of Context of Second Language Learning: Domestic Intensive and Semi-Intensive Courses vs. Study Abroad in Europe, System, 39:2, p. 133-143.
Starkey, H., & Block, D. (2011). Citizenship, education and global spaces, Special issue of Language and Intercultural Communication, 11:2, p. 75-79.

2010

Block, D. (2010). Globalisation and language teaching. In N. Coupland (ed.), Handbook of Language and Globalisation. Oxford:Blackwell, p. 287-304.
Block, D. (2010). Speaking Romance-esque. In D. Nunan & J. Choi (ed.), Language and Culture: Reflective Narratives and the Emergence of Identity. Cambridge:Cambridge University Press, p. 23-29.
Block, D. (2010). La competénce de communication revisitée: multimodalité et incorporation (Communicative Competence reoriented: Multimodality and embodiment), Le français dans le monde, Recherches et aplications, Interrogations épistémologiques en didactique des langues, 48, p. 150-163.
Block, D. (2010). Problems portraying migrants in Applied Linguistics Research, Language Teaching, 43:1, p. 1-14.
Cots, J.M. (2010). Artículo de Revisión de: Cenoz, Jasone (ed.) Teaching through Basque: achievements and challenges, International Journal of Bilingual Education and Bilingualism, 13:1, p. 1-3.
Cots, J.M., Llurda, E. (2010). Constructing and deconstructing interculturality. Tsai, Y.; Houghton, S. (eds.) (ed.), Becoming Intercultural: Inside and Outside the Classroom. Cambridge:Cambridge Scholars Publishing, p. 48-65.
López Sastre, R., Mancho-Barés, G., Porto Requejo, Mª D., Pena Díaz, C., Valero, C., Vitalaru, B. (2010). Innovando con Wikis en el aula. Biblioteca Nueva (ed.). Madrid: Biblioteca Nueva, p. 369-385.
Mancho-Barés, G., Porto Requejo, D., Valero Garces, C. (2010). Wikis e innovación docente, RED: Revista de Educación a Distancia, 11, p. 1-17.

2009

Armengol, L., Cots, J.M (2009). Attention processes observed in think-loud protocols: two multilingual informants writing in two languages, Language Awareness, 18:3/4, p. 259-276.
Block, D. (2009). Identity in applied linguistics: The need for conceptual exploration. In Li Wei & V. Cook (ed.), Contemporary Applied Linguistics. London: Continuum, 1, p. 215-232.
Gilabert, R., Barón, J. & Llanes, À. (2009). Manipulating cognitive complexity across task types and impact on learners’ interactional feedback during oral performance, International Review of Applied Linguistics, 47, p. 367-395.
Llanes, À., Muñoz, C. (2009). A short Stay Abroad: Does it make a difference? , System, 37:3, p. 353-365.
Llanes, À.; Muñoz, C. (2009). Task-type and oral fluency performance in a study abroad context. AESLA. Castilla la Mancha
Llurda, E. (2009). The decline and fall of the native speaker. In Wei, L., Cook, L. (ed.), Contemporary Applied Linguistics: Language teaching and Learning. Oxford:Continuum, 1, p. 37-53.

2008

Block, D. (2008). Narrative, identity and interviews: a personal reflection on key constructs and analytical practices. In M. Solly, M. Conoscenti & S. Campagna (ed.), Researching Language in Education: Verbal / Visual Narrative Texts. Berlin: Peter Lang, p. 25-51.
Block, D. (2008). EFL narratives and English language-mediated identities: Two ships passing in the night?. In P. Kalaja, A.M., Ferreira Barcelos & V. Menezes (ed.), Narratives of LEarning and Teaching EFL. London:Palgrave, p. 141-154.
Block, D. (2008). On the appropriateness of the Metaphor of LOSS. In R. Rudby & P. Tan (ed.), Languages as Commodity: Global Structures, Local Marketplaces. London:Continuum, p. 187-203.
Block, D. (2008). Introduction, Multilingual identities and language practices in a global city: Four London case studies. Special issue of Journal of Language, Identity and Education, 7:1, p. 1-4.
Block, D. (2008). Spanish-speaking Latinos in London: Community and language practices, Multilingual identities and languages practices in a global city: Four London case studies. Special issue of Journal of Language, Identity and Education, 7:1, p. 5-21.
Block, D. (2008). Review of Michael Bamberg, Ana de Fina and Deborah Schiffrin (eds), Selves and Identities in Narrative and Discourse. Sociolonguistic Studies.. Amsterdam:John Benjamins, 2:2, p. 275-280.
Cots, J.M. (2008). International universities in bilingual communities (Catalonia, Basque Country and Wales): a research project. In Haberland, H., Mortensen, J., Fabricius, A., Preisler, B., Risager, K., Kjaerbeck, S. (ed.), Higher Education in the Global Village. Roskilde, Dinamarca:Roskilde University, p. 67-84. ISBN: 978-87-920-2414-5.
Cots, J.M. (2008). Knowledge about language in the mother tongue and foreign language curricula. In Cenoz, J., Hornberger, N. (ed.), Encyclopedia of Language and Education. Berlín:Springer, 6:2nd edition, p. 15-30.
Cots, J.M., & Nussbaum, L. (2008). Communicative competence and institutional affiliation: interactional processes of identity construction by immigrant students in Catalonia, International Journal of Multilingualism, 5:1, p. 17-40.
Cots, J.M., Irun, M., Llurda, E. (2008). Un enfoque etnometodológico en el análisis del discurso reflexivo del profesorado. En Monroy, R., Sánchez, A. (ed.), 25 años de lingüística aplicada en España: hitos y retos. Murcia:servicio de Publicaciones de la universidad de Murcia., p. 209-216. ISBN: 978-84-8371-714-1.
Cots, J.M., Llurda, E., Irún, M. (2008). Perspectivas de investigación en torno a la ideología lingüística del profesorado de lenguas de secundària. En Camps, A., Milián, M. (ed.), Miradas y voces. Investigación sobre la educación lingüística y literaria en entornos plurilingües. Barcelona:Graó, p. 61-74.
Cots, J.M., Llurda, E., Irún, M. (2008). Perspectives de recerca al voltant de la ideologia lingüística del professorat de llengües de secundària. En Camps, A., Milián, M. (ed.), Mirades i veus. Recerca sobre l´educació lingüística i literària en entorns plurilingües. Barcelona:Graó, p. 55-71.
Llurda, E. (2008). The effects of stays abroad on self-perceptions of non-native EFL teachers. In Dogancay-Aktuna, S., & Hardmann, J. (ed.), Global English teaching and teacher education. Praxis and possibility. Alexandria:VA: TESOL, p. 99-111.
Llurda, E., Cots, J.M., & Irun, M. (2008). Las creencias de profesores y alumnos sobre el aprendizaje de lenguas. Monroy, R., & Sánchez, A. (ed.), 25 años de lingüística aplicada en España: hitos y retos. Murcia:Servicio de Publicaciones de la Universidad de Murcia, p. 373-379. ISBN: 978-84-8371-714-1.
Moussu, L., & Llurda, E. (2008). Non-native English-speaking English language teachers: History and reseach, Language Teaching, 41:3, p. 315-348.

2007

Armengol, L. (2007). Los protocolos de pensamiento en voz alta como instrumento para analizar el proceso de escritura, Revista Española de Lingüística Aplicada. España:, 20, p. 27-36.. ISSN: 0213-2028
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997), Modern Language Journal, 91:5, p. 861-874.
Block, D. (2007). Niche Lingua Francas: An ignored phenomenon?, Tesol Quarterly, 41:3, p. 561-565.
Cots, J.M, Irun, M., & Cots, Llurda, E. (2007). Multilingüismo y competencia comunicativa intercultural: una propuesta de intervención didáctica en la Enseñanza Secundaria Obligatoria (dentro de la mesa redonda: Multilingüismo y enseñanza de lenguas en la Enseñanza. En Mairal, R. et al. (ed.), Aprendizaje de lenguas, uso del lenguaje y modelación cognitiva: perspectivas aplicadas entre disciplinas. Actas del XXIV Congreso Internacional AESLA. Madrid:UNED, p. 729-739. ISBN: 978-84-611-6897-2.
Cots, J.M., Armengol, L., Arnó, E., Irún, M., & Llurda, E. (2007). La conciencia lingüística en la enseñanza de lenguas. Barcelona:Graó, p. 1-140. ISBN: 978-84-7827-508-3.
Llurda, E. (2007). The representation of EFL teachers´views on the role of English as a Lingua Franca, Vigo International Journal of Applied Linguistics, 4, p. 11-23.
Llurda, E., Cots, J.M., & Irun, M. (2007). Las lenguas obligatorias en el currículo de Catalunya: la visión del alumnado autóctono e inmigrante (dentro de la mesa redonda: Multilingüismo y enseñanza de lenguas en la Enseñanza Secundaria Obligatoria). En Mairal, R. et al. (ed.), Aprendizaje de lenguas, uso del lenguaje y modelación cognitiva: perspectivas aplicada entre disciplinas. Madrid:UNED, p. 761-767. ISBN: 978-84-611-6897-2.
Vila, N., Vázquez, G., & Cots, J.M. (2007). Una nueva formación de los profesionales de lenguas: diseño de una titulación por competencias. En Iglesias, M., & Pastos, F. (ed.), V Jornadas de Investigación en Docencia Universitaria. Alicante:Universidad de Alicante, Servicio de Publicaciones., p. 36-50. ISBN: 978-84-6907-723-8.

2006

Block, D. (2006), Multilingual Identities in a Global City: London Stories. London:Palgrave.
Block, D. (2006). Review of Claus Gnutzmann and Frauke Intemann (eds.), The Globalization of English and the English Language Classroom. Tübingen, Germany:Gunter Narr Verlag, 10:2, p. 250-252.
Clemente, M., Cots, J.M., Arántegui, J. (2006). Integrating Foreign Language Training and Course Contents at University: A Pilot Experience, Actas del IV Congreso Internacional de Docencia Universitaria e Innovación. Barcelona:
Cots, J.M. (2006). Who does what in the EFL classroom? Participant incription and transitivity in EFL teracher talk. In Carretero, M., Hidalgo Dowing, L., Lavid, Julia, Martínez Caro,E., Neff, J., Pérez de Ayala, S., Sánchez-Pardo, E. (ed.), A Pleasure of Life in Words: A Festschrift for Angela Downing, Volume II. Madrid:Universidad Complutense, p. 40-123.
Cots, J.M., & Clemente, M. (2006). Teaching and learning about food technology in English: an experience of content-based english instruction at university level.. In Pérez-Llantada, M.C., Plo, R., & Neuman, C. (ed.), Actas del V Congreso Internacional AELFE (Asociación Europea para Fines Específicos). Zaragoza:Servei de Publicacions, Universitat Autònoma de Barcelona, p. 307-314. ISBN: 84-7733-846-9.
Cots, J.M., Irun, M., Molina, M., Nussbaum, L., i Unamuno, V. (2006). Sis perfils d´aprenents de llengües.. En Nussbaum, L., i Unamuno, V. (ed.), Usos i competències multilingües entre escolars d´origen immigrant.. Bellaterra:Servei de Publicacions, Universitat Autònoma de Barcelona, p. 101-134.
Cristobal, E., & Llurda, E. (2006). Learners´ preferences regarding types of language school: an exploratory market research., System, 34:1, p. 135-148.
Cristobal, E., y Llurda, E. (2006). La gestión de las empresas de formación en idiomas en España: estudio del comportamiento de los usuarios, Alta Dirección, 243/244, p. 293-304.
Díaz, J.M., y Cots, J.M. (2006). Inmigración e interacción en la enseñanza/adquisición de lenguas: la construcción conversacional del alumnado de origen inmigrante., Revista Interuniversitaria de Formación del Profesorado, 20:2, p. 95-116.
Llurda, E. (2006). Review on Tedick, D. (ed.) Second language teacher education: International perspectives, The Canadian Modern Language Review, 62, p. 476-480.

2005

Llurda (ed.) (2005), Non-native language teachers. Perceptions, challenges and contributions to the profession. New York:Sprigner.
Llurda, E. (2005). Looking into the perceptions, challenges and contributions…or the importance of being a non-native teacher. In Llurda, E. (ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York:Springer, p. 1-9.
Llurda, E. (2005). Non-native TESOL students as seen by practicum supervisors. In Llurda, E. (ed.), Non-native language teachers: Perceptions, challenges, and contributions to the profession. New York:Springer, p. 131-154.
Llurda, E. (2005). Personality and language. In Strazny, P. (ed.), Encyclopedia of Linguistics. New York:Fitzroy Dearbom, p. 821-822.

2004

Block, D. (2004). What do we mean by “second” in Second Language Acquisition. In Y. Kawaguchi, S. Zaima, T. Takagaki, K. Shibano, M. Usami (ed.), The First International Conference on Linguistic Informatics: Linguistic Informatics-State of the Art and the Future. Amsterdam:John Benjamins, p. 221-241.
Block, D. (2004). Globalisation, transnational communication and the internet, International Journal on Multicultural Societies, 6:1, p. 13-28.
Block, D. (2004). Key concepts in ELT: Globalization and language teaching, English Language Teaching Journal, 28:1, p. 75-77.
Llurda, E. (2004). NNS teachers and English as an international language, International Journal of Applied Linguistics, 14:3, p. 314-323.
Llurda, E. (2004). Native / Non-native speaker discourses in foreign language university departments in Spain. In Dendrinos, B., Mitsikopoulu, B. (ed.), Policies of Linguistic Pluralism and the Teaching of Languages in Europe. Athens, Greece: University of Athens Publications, p. 237-243.
Mancho-Barés, G. (2004). Is Ormulum´s introduction an instance of an Aristotelian prologue?, Neophilologus, 88, p. 477-492.

2003

Block, D. (2003). Review of Michel Thomas´s Spanish Course, Language Learning Journal , 27, p. 74-78.
Llurda, E., Huguet, A. (2003). Self-awareness in NNS EFL primary and secondary school teachers, Langiage Awareness, 12:3/4, p. 220-233.
Valero, C., Mancho-Barés, G. (2003), Discursos (dis)con/cordantes: Modos y formas de comunicación y convivencia. Alcalá de Henares: Servei de publicacions de la Universitat d´Alcalá de Henares.
Valero, C., Mancho-Barés, G. (2003). Contribuciones al debate social: La ciudad como crisol de lenguas y culturas. Introducción. Alcalá de Henares: Servei de publicacions de la Universitat d´Alcalá de Henares, p. 9-14.
Valero, C., Mancho-Barés, G., Flys, C., Cerdá, E. (2003), Learning to write: Error Analysis Applied. Alcalá de Henares:Servei de publicacions de la Universitat d´Alcalá de Henares.

2002

Block, D. (2002). Negotiation for Meaning as McCommunication: a problem in the frame. In D. Block & D. Cameron (ed.), Globalization and Language Teaching. Lodon:Routledge, p. 117-133.
Block, D. (2002). Destabilized identities across language and cultural borders: Japanese and Taiwanese experiences, Hong Kong Journal of Applied Linguistics, 7:2, p. 1-19.
Block, D. (2002). Communicative language teaching revisited: Discourses in conflict and foreign national teachers, Language Learning Journal , 26, p. 19-26.
Block, D., & Cameron, D. (2002), Globalization and Language Teaching. London: Routledge.
Block, D., & Cameron, D. (2002). In D. Block & D. Cameron (ed.), Globalization and Language Teaching. London: Routledge, p. 1-10
Cots, J.M., Nussbaum, L. (2002), Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas. Lleida: Milenio.
Llurda, E. (2002). Una propuesta de reflexión sobre la pronunciación en la clase de lengua extranjera, Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas. Lleida: Editorial Milenio, p. 185-200.

2001

Armengol, L. (2001). Text-generating Strategies of Three Multilingual Writers. A Protocol-based Study, Language Awareness, 10:2-3, p. 91-106. ISSN: 0965-8416.
Block, D. (2001). Art in Science in Language Teaching. In M. Bax & J-W. Zwart (ed.), Reflection on Language and Language Learning. In Honour of Arthur van Essen. Cambridge:Cambridge University Press, p. 63-74.
Block, D. (2001). Foreign National on PGCE in Modern Languages Course: Issues in National Identity Construction, European Journal of Teacher Education, 24:3, p. 291-312.
Huguet, A., Llurda, E. (2001). Language attitudes of school children in teo Catalan/Spanish bilingual communities, International Journal of Bilingual Education and Bilingualism, 4, p. 267-282.

Prior to 2000

Block, D. (2000). Une vue depuis les coulisses: état des lieux de la linguitique appliquée [A view from the sidelines: the state of applied linguistics]., Le français dans le monde. Numéro Spécial: Une didactique des langues pour demain, Juillet, 2000, p. 16-33.
Block, D. (2000). Learners and their meta-pedagocial awareness, International Journal of Applied Linguistics, 10:1, p. 97-123.
Block, D. (2000). Revisiting the gap between SLA researchers and language teachers, Links & Letters, 17, p. 127-141.
Gallardo, P., Llurda, E. (2000), Proceedings of the 22nd International Conference of AEDEAN (Asociación Española de Estudios Anglo-Norteamericanos). Lleida:Publicacions de la Universitat de Lleida.
Huguet, A., Vila, I., Llurda, E. (2000). Minority language education in unbalanced bilingual situations: a case for the linguistic interdependence hypothesis, Journal of Psycholinguistic Research, 29, p. 313-333.
Llurda, E. (2000). On competence, proficiency and communicative language ability, International Journal of Applied Linguistics, 10, p. 85-96.
Llurda, E. (2000). Effects of intelligibility, and speaking rate on judgments of non-native speakers´personalities, IRAL – International Review of Applied Linguistics, 38, p. 289-299.
Valero, C., Mancho-Barés, G., Flys, C., Cerdá, E. (2000). Análisis informatizado de errores: ENWIL, Sintagma, 12, p. 49-59.
Block, D. (1999). Constructing and crossing a bridge linking English Language Teaching and Modern Languages Teaching: a personal perspective. In M. Poulter (ed.) (ed.), Exploring Contexts in Initial Teacher Training., p. 2-9.
Mancho-Barés, G. (1999). Structural Elements of Christ´s Exile and Return figurae in Ormulum´s Latin Text XIV, SELIM: Journal of the Spanish Society of Mediaeval English Language and Literature, 9, p. 91-99.
Block, D. (1998). Exploring interpretations of questionnaire items, System, 26:3, p. 403-425.
Cots, J.M., Arnó, E., Baiget, E., Irún, M., Llurda, E., Nussbaum, L. (1998). La reflexió metalingüística en el treball de grup, Sintagma, 10, p. 81-105.
Block, D. (1997). Learning by Listening to Language Learners, System, 25:4, p. 347-360.
Block, D. (1997). Publishing patterns and McDonalidization, IATEFL Newsletter, 136, p. 12-15.
Block, D. (1997). Review of Spada, N. and M. Frohlich (1995), Communicative Orientation of Language Teaching and Observation Scheme: Coding Conventions & Applications. System., 25:1, p. 125-128.
Cots, J.M., Baiget, E., Irún, M., Llurda, E., Arnó, E. (1997). Modes de resolituon de taches metalinguistiques en travail de groupe, AILE – Acquistion et Interaction en Langues Estrangeres, 10, p. 75-106.
Block, D. (1996). A window on the classroom: Classroom events viewed from different angles. In Bailey, K. and Nunan, D. (ed.), Voices from the Language Classroom. Cambridge: Cambridge University Press, p. 168-194.
Block, D. (1996). Diversity in language acquisition research. In M. Pujol Berche and F. Sierra (ed.), Las Lenguas en la Europa Comunitaria II, p. 275-281.
Block, D. (1996). Against theory in SLA. In M. Pujol Berche and F. Sierra (ed.), Las Lenguas en la Europa Comunitaria II, p. 81-90.
Mancho-Barés, G. (1996). Entorno a la integración de lo interno y lo externo en los estudios historiográficos de la lengua inglesa, Sintagma, 8, p. 35-46.
Block, D. (1995). Social constraints on interviews, Prospect, 10:3, p. 35-48.
Llurda, E. (1995). Native speaker reactions to non-native speech, Sintagma, 7, p. 43-51.
Block, D. (1994). A day in the life of an English class: teacher and learner perceptions of task purpose in conflict, System, 22:4, p. 473-486.
Block, D. (1993). Authentic video and classroom observation, System, 21:1, p. 49-67.
Block, D. (1992). Metaphors we teach and learn by, Prospect, 7:3, p. 42-55.
Block, D. (1991). Some thoughts on DIY materials design, English Language Teaching Journal , 45:3, p. 211-217.
Block, D. (1991). Student and teacher metaphors for language learning. . In R. Ribé (ed.), Towards a New Decade: Novenes Jornades Pedagògiques per a l´Ensenyament de l´Anglès, p. 30-42.
Block, D. (1990). Seeking new bases for SLA research: looking to cognitive science, System, 18:2, p. 167-176.
Block, D. (1990). Current theories of second language acquisition: Do they really explain anything? . In M.J. Dorrego (ed.), Actas de las V Jornadas Pedagógicas para la Enseñanza de Inglés
Block, D. (1990). Thinking about exams. In M.J Gimenez and M.J. Dorrego (ed.), Actas de las V Jornadas Pedagógicas para la Enseñanza de Inglés.