Àngels Llanes
Àngels Llanes received her PhD at the Universitat de Barcelona and is currently a lecturer at the Universitat de Lleida, Spain. Her research mostly focuses on the role of age and learning context (study abroad, study at home and summer camps) on L2 development. Her current interests also include the effects language integrated learning and reading in an L2 on L2 outcomes, and she is also interested in the impact of Translanguaging on L2 development.
Àngels Llanes is member of the Cercle de Lingüística Aplicada (UdL) and is currently member of two research projects, one coordinated by Dr. Enric Llurda and Dr. Josep M. Cots (HACIA UNA PERSPECTIVA PLURILINGUE EN LA ENSEÑANZA DEL INGLES COMO LINGUA FRANCA EN LA UNIVERSIDAD) from the UdL, and the other one coordinated by Dr. Elsa Tragant and Dr. Raquel Serrano (MAXIMIZANDO EL ROL DEL INPUT EN UNA L2 A TRAVES DE EXPOSICIONES MULTIPLES) from the Universitat de Barcelona.
Capítols de llibre/capítulos de libro/book chapters (2018-2024):
- Borràs, J., Llanes, À., & Prieto, G. (2023). Productive vocabulary development as a result of a short-term study abroad experience in Costa Rica. In I. Checa and L. Marqués-Pascual (Eds.), Current perspectives in Spanish vocabulary development (pp. 136-160). Gruyter Mouton.
- Mas-Alcolea, S., & Llanes, À. (2022). Challenging the language learner as the only source of data in study abroad research. In: McGregor, J., Plews, J.L. (Eds), Designing Second Language Study Abroad Research. Palgrave Macmillan (pp. 211-228). Palgrave.
- Pérez-Vidal, C., & Llanes, À. (2021). Linguistic effects of international student mobility in European perspective. In R. Mitchell & H. Tyne (Eds), Language, Mobility and Study Abroad in the Contemporary European Context (pp. 22-33). Routledge.
- Llanes, À. (2020). The Impact Of Study Abroad On L2 Spanish Pragmatics Development: A Critical Overview. In C. Félix-Brasdefer & D. Koike (Eds), Handbook of Spanish Pragmatics (pp. 485-500). Routledge.
- 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, pp. 136-154.
- 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 (pp. 465-474). Routledge.
- Llanes, À. (2018). The role of language awareness in a study abroad context. In JM Cots & P. Garrett (Eds.), The Routledge Handbook of Language Awareness (pp. 275-289). Routledge.
Articles/artículos (revisats per parells/revisión por pares/peer-reviewed) (2018-2024):
- Mena, T., Cots, JM., & 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/10.1080/01434632.2024.2371936
- 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
- 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
- Borràs, J. & Llanes, À. (2022). Traditional study abroad vs. ELFSA: Differences and similarities in L2 reading, vocabulary, and use. Journal of Language, Identity & Education, 1-17. https://doi.org/10.1080/15348458.2022.2064287
- Cots, JM., 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
- Borràs, J. & Llanes, À. (2021). Investigating the impact of a semester-long study abroad programme on L2 reading and vocabulary development. Study Abroad Research in Second Language Acquisition and International Education, 6(2), 276-297. https://doi.org/10.1075/sar.21015.bor
- 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
- 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
- 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
- Borràs-Andrés, J., & Llanes, À. (2020). L2 reading and vocabulary development after a short Study Abroad experience. VIAL,.17, 35-55. https://doi.org/10.35869/vial.v0i17.1464
- Borràs-Andrés, J., & Llanes, À. (2019). Re-examining the impact of SA on L2 development: A critical overview. Language Learning Journal, 49(5), 527-540. https://doi.org/10.1080/09571736.2019.1642941
- 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. https://doi.org/10.37132/isl.v0i9.226
- Tragant, E., Llanes, À., & Pinyana, À. (2018). Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English. Reading and Writing, 32(1). https://doi.org/10.1007/s11145-018-9886-x
Àngels Llanes has taught several courses at the undergraduate level such as Scientific Writing, German II, English for Business II, English for Tourism III, and also Second Language Learning and Teaching at the postgraduate level.