{"id":22,"date":"2023-02-21T13:58:38","date_gmt":"2023-02-21T11:58:38","guid":{"rendered":"https:\/\/webs.uab.cat\/grela\/?page_id=22"},"modified":"2024-07-30T12:36:54","modified_gmt":"2024-07-30T10:36:54","slug":"publications","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/grela\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<p class=\"has-large-font-size\"><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">2024<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Cod\u00f3, E. and Sunyol, A. (2024) <a href=\"https:\/\/revistes.iec.cat\/index.php\/TSC\/article\/view\/154087\">\u201cL\u2019aprenentatge vital de l\u2019angl\u00e8s\u201d: els discursos de fam\u00edlies catalanes sobre la mobilitat educativa adolescent a l\u2019estranger.<\/a> <em>Treballs de Socioling\u00fc\u00edstica Catalana<\/em> 34, 13-29. <\/li>\n\n\n\n<li>Comelles, E., <span style=\"text-decoration: underline\">Curell, H<\/span>., Castell\u00f3n, I. and Aparicio, J. (under review). Assessing factuality in Spanish: do experts and non-experts agree? <em>RESLA <\/em>37.<\/li>\n\n\n\n<li><span style=\"text-decoration: underline\">Fern\u00e1ndez Montraveta, A<\/span>., V\u00e1zquez , G. and <span style=\"text-decoration: underline\">Curell, H<\/span>. (2024). The contribution of aspectual auxiliary verbs to the factual value of verb  periphrases in Spanish: An empirical study. <em>Research in Corpus Linguistics<\/em> 12\/1: 30\u201358.<\/li>\n\n\n\n<li>Garrido, M.R. (in press, 2024). Linguistic inequality in the humanitarian sector: Unraveling English-centric multilingualism. In Roth, S., Purkayastha, B. and Denskus, T. (Eds.),\u202f<em>Humanitarianism and Inequality<\/em>. Edward Elgar Publishing Ltd.<\/li>\n\n\n\n<li>Garrido, M.R. and Cod\u00f3, E. (2024) Localising international schools in multilingual Switzerland: From parental strategies to institutional dual-language programmes.&nbsp;<em>Language, Culture and Curriculum<\/em>. <a href=\"https:\/\/www.tandfonline.com\/eprint\/3BB4AMMUDVTW9ITXPY2S\/full?target=10.1080\/07908318.2024.2345254\">Published ahead of print.<\/a> <\/li>\n\n\n\n<li>Menna, L. and <span style=\"text-decoration: underline\">Cod\u00f3, E<\/span>. (2024) Barcelona street vendors\u2019 voice and the crossing of narrative (b)orders. In Riley, K., B. Perley &amp; I. Garc\u00eda-S\u00e1nchez (Eds.)&nbsp;<em>Language and Social Justice: Global Perspectives.<\/em>&nbsp;Bloomsbury.&nbsp;<\/li>\n\n\n\n<li><span style=\"text-decoration: underline\">Sunyol, A<\/span>. and Browning, P. (2024) The pedagogy of personality: Becoming better people in the English language Learning and Teaching Space\u201d. Special issue ed. by Highet, K. and Nyssen, S. (Eds.) \u201cBeing\/Becoming better people: personality, morality and language education\u201d,\u202f<em>International Journal of the Sociology of Language<\/em> 285, 133-153.<\/li>\n\n\n\n<li>Sunyol, A. and Cod\u00f3, E. (under review) Activistas de la inmersi\u00f3n. C\u00f3mo las intermediarias moldean las experiencias de aprendizaje adolescente en el extranjero. In Perales, A., O. Alvarez &amp; M. Hansen (Eds.)&nbsp;<em>Escuela, Inmigraci\u00f3n y Multiling\u00fcismo<\/em>. Madrid: S\u00edntesis.<\/li>\n\n\n\n<li>V\u00e1zquez, G., Castell\u00f3n, I., Curell H. and Fern\u00e1ndez-Montraveta, A. (under review). CORPUS GS TAGFACT: A factuality GOLD STANDARD for Spanish. <em>Language Resources and Evaluation<\/em>. <\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">2023<\/h2>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-flow wp-block-group-is-layout-flow\">\n<ul class=\"wp-block-list\">\n<li>Cod\u00f3, E. (Ed.)&nbsp;(2023)<em>Global CLIL: Critical, Ethnographic and Language Policy Perspectives<\/em>. Routledge,&nbsp; 246 pp. <\/li>\n\n\n\n<li>Cod\u00f3, E. (2023) Introducing Global CLIL: Critical, ethnographic and language policy perspectives. In Cod\u00f3, E. (Ed.)&nbsp;<em>Global CLIL: Critical, Ethnographic and Language Policy Perspectives<\/em>&nbsp;(pp. 1-24). Routledge.<\/li>\n\n\n\n<li>Cod\u00f3, E.&nbsp;(2023) Languaging teachers: CLIL and the politics of precarisation in Catalonia.&nbsp;In Cod\u00f3, E. (Ed.)&nbsp;<em>Global CLIL: Critical, Ethnographic and Language Policy Perspectives<\/em>&nbsp;(pp. 174-197). Routledge.<\/li>\n\n\n\n<li><span style=\"text-decoration: underline\">Fern\u00e1ndez Montraveta, A<\/span> and Castell\u00f3n, I. (2023). Inter-Annotator Agreement for the Factual Status of Predicates in the TAGFACT Corpus. <em>Revista Signos<\/em>.<em> Estudios de Ling\u00fc\u00edstica<\/em>, 56(111), 59-75.<\/li>\n\n\n\n<li>Garrido, M.R. (2023). <a href=\"http:\/\/revistes.eapc.gencat.cat\/index.php\/rld\/article\/view\/10.58992-rld.i80.2023.3999\">Humanitarian neutrality and language at the International Committee of the Red Cross<\/a>.&nbsp;<em>Revista de Llengua i Dret<\/em>, 80, 28-44. <\/li>\n\n\n\n<li><span style=\"text-decoration: underline\">Garrido, M.R.<\/span> &amp; Del Valle, J. (2023).<a href=\"http:\/\/revistes.eapc.gencat.cat\/index.php\/rld\/article\/view\/10.58992-rld.i80.2023.4144\"> Language and neutrality: Glottopolitical processes and consequences<\/a>.&nbsp;<em>Revista de Llengua i Dret<\/em>, 80, 3-9. &nbsp;<\/li>\n\n\n\n<li>Heller, M. and <span style=\"text-decoration: underline\">Garrido, M.R<\/span>. (2023). Les langues invent\u00e9es et le bien commun. In H\u00e9bert, M., Saillant, F. &amp; Bourdages Duclot, S. (Eds.), <em>Savoirs, utopies et production des communs<\/em> (pp.139-150). Editions des archives contemporaines, France. ISBN : 9782813004505. Open Access: <a rel=\"noreferrer noopener\" href=\"https:\/\/eac.ac\/articles\/6926\" target=\"_blank\">https:\/\/eac.ac\/articles\/6926<\/a>&nbsp;<\/li>\n\n\n\n<li>Machin, E., <span style=\"text-decoration: underline\">Ament, J.<\/span> and P\u00e9rez-Vidal, C. (2023).\u202fMotivation and investment: Exploring the choice of English-medium instruction for mid-degree undergraduates in Catalonia.\u202f<em>Journal of English-Medium Instruction 2<\/em>(1), 79-100. &nbsp;<\/li>\n\n\n\n<li>McDaid, J. and Sunyol, A. (2023) \u201cGAPS\u201d, workers with no schedule: hybrid forms of casualised\/voluntary workers in ESA boarding schools.\u201d In Schedel, L. and Jakubiak, C. (Eds.)<em>Voluntourism and Language Learning\/Teaching: Critical Perspectives<\/em> (pp. 243-268). Palgrave.&nbsp;<\/li>\n\n\n\n<li>Rela\u00f1o-Pastor, A. M. and <span style=\"text-decoration: underline\">McDaid, J.<\/span> (2023). Exporting European CLIL to India: Flexible Appropriations for Complex Language Debates. In Cod\u00f3, E. (Ed.), <em>Global CLIL: Critical, Ethnographic and Language Policy Perspectives<\/em> (pp. 27-51). Routledge.&nbsp;&nbsp;Menna, L. and <span style=\"text-decoration: underline\">Cod\u00f3, E<\/span>. (in press, 2023) Barcelona street vendors\u2019 voice and the crossing of narrative (b)orders. In Riley, K., B. Perley &amp; I. Garc\u00eda-S\u00e1nchez (Eds.)&nbsp;<em>Language and Social Justice: Global Perspectives.<\/em>&nbsp;Bloomsbury.&nbsp;<\/li>\n\n\n\n<li>Thomas-Wilhelm, D. and <span style=\"text-decoration: underline\">Pladevall-Ballester, E<\/span>. (to appear in 2023). Atomicity and Countability in Linguistically-Informed Instruction: Acquisition of L2 English Noun Types.<\/li>\n\n\n\n<li>T\u00fcrk-Yi\u011fitalp, G. (2023). Speaking Lazuri Beautifully: Discourses on Lazuri as an Endangered Language. In \u00dcnl\u00fc, Z. and Hewitt, B.G. (Eds.) <em>Lazuri: An Endangered Language from the Black Sea. <\/em>pp. 177-200. Vernon Press.&nbsp;<\/li>\n\n\n\n<li>V\u00e1zquez, G., and <span style=\"text-decoration: underline\">Fern\u00e1ndez-Montraveta, A.<\/span> (2023). \u201cLos diccionarios ideol\u00f3gicos\u201d. Torner, S., P. Battaner, I. Renau (ed.),&nbsp;<em>Lexicograf\u00eda hisp\u00e1nica \/ The Routledge Handbook of Spanish Lexicography<\/em>. Routledge.<\/li>\n\n\n\n<li>Vraciu A., and <span style=\"text-decoration: underline\">Pladevall-Ballester, E<\/span>. (to appear in 2023). Language learning opportunities in the preschool EFL class: the role of the teacher\u2019s input. In Leslie, C. and Mourao, S. (Eds.)&nbsp;<em>Researching Educational Practices, Teacher Education and Professional Development for Early Language Learning: Examples from Europe.<\/em>&nbsp;Abingdon: Routledge.<\/li>\n\n\n\n<li>Zhang, M. and <span style=\"text-decoration: underline\">Pladevall-Ballester, E<\/span>. (2023). Students\u2019 English-medium instruction motivation in three English-medium instruction courses in China.&nbsp;<em>Frontiers in Psychology,<\/em>&nbsp;13:1077852. doi: 10.3389\/fpsyg.2022.1077852.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">2022<\/h2>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/uclpress.scienceopen.com\/hosted-document?doi=10.14324\/LRE.20.1.42\">Browning, P., Highet, K., Azada-Palacios, R., Douek, T., Gong, E. and <span style=\"text-decoration: underline\">Sunyol, A<\/span><\/a>. (2022) Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group.&nbsp;<em>London Review of Education.&nbsp;<\/em>2022. Vol. 20(1). DOI: 10.14324\/LRE.20.1.42.<\/li>\n\n\n\n<li>Castell\u00f3n, I, <span style=\"text-decoration: underline\">Fern\u00e1ndez-Montraveta, A<\/span>. and Alonso, L. (2022). \u201cA Methodology for the Automatic Annotation of Factuality in Spanish\u201d.&nbsp;<em>Procesamiento del Lenguaje Natural<\/em>, 68, p. 111-121. ISSN: 1135-5948.<\/li>\n\n\n\n<li><span style=\"text-decoration: underline\">Cod\u00f3, E<\/span>. &amp; E. Riera-Gil (2022) The value(s) of English as global linguistic capital: A dialogue between linguistic justice and sociolinguistic approaches.&nbsp;In&nbsp;&nbsp;J. Soler &amp; S. Morales-G\u00e1lvez (Eds.) Linguistic justice and global English: Theoretical and empirical approaches (special issue).&nbsp;<em>International Journal of the Sociology of Language<\/em>,&nbsp;277: 95-119.<\/li>\n\n\n\n<li>Cod\u00f3, E. (2022) The dilemmas of experimental CLIL in Catalonia. In Jaspers, J. (ed.)&nbsp;\u201cLinguistic dilemmas and chronic ambivalence in the classroom\u201d (special issue).&nbsp;<em>Journal of Multilingual and Multicultural Development<\/em>, 43(4): 341-357.<\/li>\n\n\n\n<li>Fern\u00e1ndez-Montraveta, A. and V\u00e1zquez, G. (2022). \u201cCorpus y Patrones L\u00e9xicos en Espa\u00f1ol como L2\u201d. In Parodi, G., P. Cantos, C. Howe (Ed.), Ling\u00fc\u00edstica de corpus en espa\u00f1ol \/ The Routledge Handbook of Spanish Corpus Linguistics, cap. 24 (p. 357-373). UK: Routledge. ISBN: 9780367350123.<\/li>\n\n\n\n<li><a href=\"https:\/\/doi.org\/10.1075\/ivitra.31\">Fern\u00e1ndez, A., G. V\u00e1zquez, M. Topor (2022)<\/a>. \u201cA contrastive study of the degree of grammaticalization of verbal periphrases in Catalan, Spanish and Romanian\u201d. A M. Garachana, &nbsp;S. Montserrat, C. Dieter,&nbsp;<em>From verbal periphrases to complex predicates<\/em>. IVITRA Research in Linguistics and Literature Series, 31, 211-233. John Benjamins Publishers. e-ISSN: 9789027256928.<\/li>\n\n\n\n<li>Garrido, M.R. (2022). Multilingual Lausanne: Collaborative linguistic landscaping as a pedagogical and research tool in higher education. In Kromp\u00e0k, E. and Todisco, V. (Eds.),\u202f<em>Sprache und Raum: Mehrsprachigkeit in der Bildungsforschung und in der Schule\u202f<\/em>(pp.285-304). HEP Verlag.<\/li>\n\n\n\n<li>Garrido, M.R. (2022). The evolution of language ideological debates about English and French in a multilingual humanitarian organisation.\u202f<em>Language Policy<\/em>, 21, 47-73.\u202f&nbsp;&nbsp;<\/li>\n\n\n\n<li>Garrido, M.R. (2022). Multilingualism, nationality and flexibility: Mobile communicators\u2019 careers in a humanitarian agency.\u202f<em>Multilingua: Journal of Cross-Cultural and Interlanguage Communication<\/em>, 41(2), 131-152.&nbsp;&nbsp;<\/li>\n\n\n\n<li>Garrido, M.R and Sokolovska, Z. (2022). Regard historique sur les r\u00e9gimes multilingues de deux organisations internationales\u202f: le Conseil de l\u2019Europe et le Comit\u00e9 international de la Croix-Rouge. In Haus, R., Robert, C., Vicari, S. and Gaboriaux, C. (Eds.), Le multilinguisme dans les organisations internationales, Special Issue of\u202f<em>Mots. Les langages du politique<\/em>, 128, 27-44.\u202f&nbsp;&nbsp;<\/li>\n\n\n\n<li>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.&nbsp;<em>RAEL (Revista electr\u00f3nica de ling\u00fc\u00edstica aplicada), 21\/1,&nbsp;<\/em>40-57.<\/li>\n\n\n\n<li>Vraciu, A. and <span style=\"text-decoration: underline\">Pladevall-Ballester, E<\/span>. (2022). L1 use in peer interaction: exploring time and proficiency pairing effects in primary school EFL.&nbsp;<em>International Journal of Bilingual Education and Bilingualism, 25<\/em>(4), 1433-1450. DOI: 10.1080\/13670050.2020.1767029<\/li>\n\n\n\n<li>Vraciu, A. and Curell, H. (2022). Language learning opportunities in native vs. non-native EMI lecturer input: Insights for a language-aware approach to EMI teacher training. <em>Interactive Learning Environments<\/em>, 16 (4), 337-350. DOI: 10.1080\/17501229.2022.2059666<\/li>\n<\/ul>\n<\/div><\/div>\n\n\n\n<ul class=\"wp-block-list\">\n<li><\/li>\n\n\n\n<li><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>2024 2023 2022<\/p>\n","protected":false},"author":2567,"featured_media":0,"parent":0,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-22","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/pages\/22","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/users\/2567"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/comments?post=22"}],"version-history":[{"count":46,"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/pages\/22\/revisions"}],"predecessor-version":[{"id":649,"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/pages\/22\/revisions\/649"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/grela\/wp-json\/wp\/v2\/media?parent=22"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}