Articles and Book chapters
Pladevall-Ballester, E. and A. Vraciu (submitted). Young learners’ attitudes towards oral peer interaction and corrective feedback: insights from a pedagogical intervention in the EFL classroom.
Ament, J., Tort, I. and Pladevall-Ballester, E. (submitted). Implementing academic reading circles in higher education: Exploring perceptions, engagement and outcomes.
Pladevall-Ballester, E. and E. Puig-Mayenco (to appear in 2025). Focused task-based peer interaction in the young EFL classroom: enhancing explicit knowledge and production of present continuous. In L2 Grammar Learning by Children: Form-Focused Instruction and Individual Differences. Springer
Pladevall-Ballester, E., Puig-Mayenco, E., and Capdevila, M. (submitted). The effect of task-based peer interaction on young EFL learners’ explicit and implicit knowledge of past tense: an intervention study.
Vraciu A., and Pladevall-Ballester, E. (2024). Early English language learning: Exploring pedagogical practices in a pre-primary EFL class in Catalonia through systematic observation. In Leslie, C. and Mourao, S. (Eds.) Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning: Examples from Europe. Abingdon: Routledge.
Thomas-Wilhelm, D. and Pladevall-Ballester, E. (2023). Atomicity and Countability In Linguistically-Informed Instruction: Acquisition of L2 English Noun Types. RESL. Revista Española de Lingüística, 53(2), 9-38.
Zhang, M. and Pladevall-Ballester, E. (2023). Students’ English-medium instruction motivation in three English-medium instruction courses in China. Frontiers in Psychology, 13:1077852. doi: 10.3389/fpsyg.2022.1077852
Pladevall-Ballester, E., Puig-Mayenco, E., Tubau, S. and Capdevila, M. (2022). Asymmetries in child foreign language acquisition: production, interpretation and judgements of null subjects. RAEL (Revista electrónica de lingüística aplicada), 21/1, 40-57.
Vraciu, A. and 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. DOI: 10.1080/13670050.2020.1767029
Zhang, M. and Pladevall-Ballester, E. (2021). Students’ attitudes and perceptions towards three EMI programs in mainland China. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2021.1979576 .
Pladevall-Ballester, E. (2021). Pair dynamics and language-related episodes in child EFL task-based peer interaction. Language Teaching for Young Learners, 3(2), 189-213.
Zhang, M. & Pladevall-Ballester, E. (2021). Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education, 35(4) DOI: 10.1080/09500782.2021.1895827
Pladevall-Ballester, E. and 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 (Special Issue), 10(3), 449-472.
Alfonso, C. and Pladevall-Ballester, E. (2020). Effects of focus on form on primary CLIL students’ foreign language performance in task-based oral interaction. Journal of Immersion and Content-Based Language Education, 8(1), 53-79.
Costa, F., & Pladevall-Ballester, E. (2020). Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning. [Special Issue]. E-JournALL, EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 1-10. doi: 10.21283/2376905X.11.202
Milán-Maillo, I. and Pladevall-Ballester, E. (2019). Explicit Plurilingualism in Co-taught CLIL Instruction: Rethinking L1 Use. In M.J. Gutiérrez-Mangado, M. Martínez-Adrián, F. Gallardo del Puerto (eds.) Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice (pp. 191-213). Berlin: Springer.
Pladevall-Ballester, E. (2019). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research 23(6), 765-786. https://doi.org/10.1177/1362168818765877
Costa, F. and Pladevall-Ballester, E. (2018). Language teachers’ perspectives on the CLIL experience in Catalan and Lombard secondary schools. Rassegna Italiana di Linguistica Applicata, (Special issue The language of content/the content of language), 73-96.
Pladevall-Ballester, E. (2017). CLIL in Low Proficiency Primary School Settings: The Role of L1 Use and Focus on Form. English as a Global Language Education (EaGLE) Journal, 3(1), 15-38.
Pladevall-Ballester, E. and Vraciu, A. (2017). Exploring early EFL: L1 Use in Oral Narratives by CLIL and non-CLIL Primary School Learners. In M. P. García-Mayo (ed.) Learning Foreign Languages in Primary School:Research Insights (pp. 124-148). Multilingual Matters.
Pladevall Ballester, E. (2016). Developmental asynchrony in the acquisition of subject properties in child L2 English and Spanish. Language Acquisition, 23(4), 387-406.
Pladevall-Ballester, E. and Vallbona A. (2016). CLIL in minimal input contexts: a longitudinal study of primary school learners’ receptive skills. System, 58, 37-48.
Pladevall-Ballester, E. (2016). CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics, 26(1), 52-74 DOI: 10.1111/ijal.12079
Codina, A. and Pladevall-Ballester, E. (2015). The effects of using L1 translation on young learners’ L2 vocabulary learning. ELIA (Estudios de Lingüística Inglesa Aplicada), 15, 109-134.
Pladevall Ballester, E. (2015). Exploring primary school CLIL perceptions in Catalonia: students’, teachers’ and parents’ opinions and expectations. International Journal of Bilingual Education and Bilingualism, 18/1: 45-59. DOI: 10.1080/13670050.2013.874972
Pladevall Ballester, E. (2015). Verbal and non-verbal teacher immediacy and foreign language anxiety in an EFL university course. Porta Linguarum, 23, 9-24.
Amores, M. and Pladevall-Ballester, E. (2014). The effects of written input on young EFL learners’ oral output. Journal of English Studies, 12, 7-33.
Pladevall-Ballester, E. (2013). Adult L2 Spanish development of syntactic and discourse subject properties in an instructional setting. Rael (Revista Electrónica de Lingüística Aplicada), 12,111-129.
Pladevall-Ballester, E. (2013). Adult instructed SLA of English subject properties. Canadian Journal of Linguistics, 58(3), 465-486.
Llinàs-Grau, M., Pladevall-Ballester, E. and Capdevila-Batet, M. (2013). On That-omssion and its Absence in the Written Production of Bilingual Spanish/Catalan L2-learners of English. Atlantis, 35 (1): 35-49.
Pladevall-Ballester, E. (2012) Child L2 English acquisition of subject properties in an immersion bilingual context. Second Language Research, 28(2), 217-241.
Pladevall-Ballester, E. (2010). Child L2 development of syntactic and discourse properties of Spanish subjects, Bilingualism: Language and Cognition, 13(2), 185-216.
Gutiérrez-Colon, M. and Pladevall, E. (2009-2010). Formulaic sequences in the written production of L2 learners of English. Cuadernos de Investigación Filológica, 35-36, 77-104.
Gutiérrez-Colon, M. and Pladevall-Ballester, E. (2009). Not only technology in Computer Assisted Language Learning: learners’ experiences, English Language Teaching, 2(4).
Pladevall, E. (2005). Matrix Non-Finite Verbal Forms in Early Child English. Interlingüística, 15, Universitat de València.
Edited books
Martín, S., Owen, D. and Pladevall-Ballester, E. (Eds.) (2018) Persistence and Resistance in English Studies. New Research. Newcastle upon Tyne: Cambridge Scholars.
Textbooks
Kennedy-Scanlon, M., Pladevall Ballester, E. and Cebrian, J. (2012) GuidedError Correction. Exercises for Spanish-speaking students of English. Level B2. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
Pladevall-Ballester, E. (2008) Words and Categories. In Mireia Llinàs-Grau, Montserrat Capdevila-Batet, Joaquín A. Domínguez, Melissa Moyer, Elisabet Pladevall-Ballester, Susagna Tubau-Muntañà, English Syntax. Basic Concepts for the Analysis of English Sentences. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
Conference Proceedings
Martín, S., Moyer, M., Pladevall, E. and Tubau, S. (eds.) (2012) At a Time of Crisis: English and American Studies in Spain. Works from the 35th AEDEAN Conference. E-book. Universitat Autònoma de Barcelona. ISBN-10:84-695-4273-7
Curell, H., Martín, S., Capdevila, M., Cebrian, J., Gimeno, L., Hand, F., Owen, D., Pladevall, E. & Vraciu, A. (2011) L’adaptació al nou espai europeu d’ensenyament superior: Estudis anglesos a la UAB. In VI Congrés Internacional de Docència Universitària i Innovació (CIDUI). Nous espais de qualitat en l’educació superior.Una anàlisi comparada i de tendències. CD-ROM. ISBN: 978-84-8458-339-4.
Pladevall, E. (2007) On the L2 Spanish Subject Development of British Children, Actas del XXIV Congreso Internacional AESLA (Asociación Española de Lingüística Aplicada), Universidad Nacional de Educación a Distancia (UNED) (Madrid)
Pladevall, E. (2005) Morphological Variability and Syntactic Phrase Structure in the L2 Acquisition of English. Actas de la XXVIII AEDEAN Conference, Universitat de València.
Pladevall, E. (2004) On the Distributional Constraints of Null Subjects in Child English and Catalan. Actas de la XXVII AEDEAN Conference, Universidad de Salamanca.
Pladevall, E. and Tubau, S. (2003) Critical Past and Promising Future for Language Acquisition. Proceedings of Camling 1st Postgraduate Linguistics Conference, University of Cambridge. Cambridge: CUP.
Book Reviews
Pladevall, E. and Tubau, S. (2007) Review of Mireia Llinàs i Grau’s Primeres Paraules. Com aprenen a parlar els nostres fills. Llengua i Literatura, 17.
Pladevall, E. (2006) Review of Jean Stillwell Peccei’s Child Language. Linguist List: http://linguistlist.org/issues/17/17-2579.html