Alexandra Vraciu
Alexandra Vraciu (DEA in Discourse Analysis, Université Paris 12; PhD in English Language and Linguistics, Universitat Autònoma de Barcelona and Université Paris Ouest Nanterre) is a Serra Húnter Associate Professor at the Faculty of Education of the Universitat de Lleida (Spain). She teaches courses on English as a Foreign Language (EFL) didactics and Content and Language Integrated Learning (CLIL) in the Bachelor’s Degrees in Early Childhood and Primary Education, as well as educational research methods in the Master’s in Secondary Education. She is the coordinator of the double degree in Early Childhood and Primary Education at the Universitat de Lleida.
Her research interests include peer interaction in the foreign language classroom, content-based language teaching (CLIL and EMI), and the quality of teacher input in instructed settings.
She is currently the principal investigator of a research project funded by the Catalan Agency for University and Research Grants (AGAUR), titled “Reflective Practice in Language Teaching: Transforming Teaching Practices through Peer Observation and Feedback in Initial Teacher Training in English” (ARMIF 00005 2023), which aims to improve the quality of pre-service teacher education in Catalonia.
Capítols de llibre/capítulos de libro/book chapters (2018-2024):
- Vraciu, A., & Pladevall-Ballester, E. (2024). Early English language learning: Exploring pedagogical practices in a pre-primary EFL class in Catalonia through systematic observation. In S. Mourao & C. Leslie (Eds.), Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning (pp. 80-96). Routledge.
- Vraciu, A., Soler, D., & Ramos, J. M. (2022). Propostes didàctiques per al desenvolupament de la CDD a les assignatures d’especialitat de l’àmbit lingüístic. In R. Palau Martin & J. Mogas Recalde (Eds.), Activitats per al desenvolupament de la competència digital docent al màster de formació del professorat (pp. 33-52). Barcelona: Octaedro.
- Vraciu, A., Marsol, A., & Casanovas, M. (2022). El desenvolupament de la CDD al màster de formació del professorat de la UdL. In R. Palau Martin & J. Mogas Recalde (Eds.), La competència digital docent al màster de formació del professorat de les universitats de Catalunya (pp. 45-53). Barcelona: Octaedro.
- Roquet, H., Vraciu, A., & Nicolás-Conesa, F. (2019). The effect of intensity of English medium instruction programmes in higher education: The case of morphosyntax in Economics undergraduates. In L. Marqués-Pascual & A. Cortijo-Ocaña (Eds.), Second and Third Language Acquisition in Bilingual Contexts (pp. 69-106). Delaware: Juan de la Cuesta.
Articles/artículos (revisats per parells/revisión por pares/peer-reviewed) (2018-2024):
- 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.
- 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
- 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
- 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
- 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
- Vraciu, A., & Capdevila Tomàs, Y. (2019). Focus on form in content-based instruction: Practical ideas for raising language awareness in primary school arts and crafts CLIL. e-Teals: An e-journal of Teacher Education and Applied Language Studies, (9), 41-56. https://doi.org/10.2478/eteals-2019-0002
Graduate level:
- Introduction to English language and its didactics
- Integrated projects in English as a foreign language
Postgraduate level:
- Innovation in ELT and educational research methods
Current PhD Supervision:
- Title: The development of pre-service English language teachers’ mindset: a case study of secondary school teachers at University of Lleida
Student: Iris Solà Cortada