{"id":120,"date":"2015-10-11T17:38:44","date_gmt":"2015-10-11T15:38:44","guid":{"rendered":"https:\/\/webs.uab.cat\/led\/publicacions-en-revistes-i-llibres\/"},"modified":"2023-03-14T12:55:54","modified_gmt":"2023-03-14T10:55:54","slug":"publicacions-en-revistes-i-llibres","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/led\/publicacions-en-revistes-i-llibres\/","title":{"rendered":"Publicacions en revistes i llibres"},"content":{"rendered":"\n

In press<\/strong><\/p>\n\n\n\n

Andria, M., Gkouma, A., & Panagopoulos P. (in press). \u03a7\u03c1\u03ae\u03c3\u03b7 \u03c3\u03c4\u03c1\u03b1\u03c4\u03b7\u03b3\u03b9\u03ba\u03ce\u03bd \u03c3\u03c4\u03b7 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03c0\u03c1\u03ac\u03be\u03b7 \u03c4\u03b7\u03c2 \u03b5\u03c5\u03c7\u03b1\u03c1\u03b9\u03c3\u03c4\u03af\u03b1\u03c2 \u03b1\u03c0\u03cc \u03c6\u03c5\u03c3\u03b9\u03ba\u03bf\u03cd\u03c2 \u03ba\u03b1\u03b9 \u03bc\u03b7 \u03c6\u03c5\u03c3\u03b9\u03ba\u03bf\u03cd\u03c2 \u03bf\u03bc\u03b9\u03bb\u03b7\u03c4\u03ad\u03c2 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2: \u03bc\u03af\u03b1 \u03c0\u03bf\u03c3\u03bf\u03c4\u03b9\u03ba\u03ae \u03c0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7. [Use of strategies in the speech of thanking by L2 learners and native speakers of Greek: A quantitative approach.]. In Proceedings of the 14th International Conference on Greek Linguistics (ICGL14)<\/em>. University of Patras, Patras, Greece.<\/p>\n\n\n\n

Andria, M. & Iakovou, M. (in press). \u0394\u03b5\u03cd\u03c4\u03b5\u03c1\u03b7 \u03ae \u03be\u03ad\u03bd\u03b7; \u0395\u03c0\u03b1\u03bd\u03b1\u03c0\u03c1\u03bf\u03c3\u03b4\u03b9\u03bf\u03c1\u03af\u03b6\u03bf\u03bd\u03c4\u03b1\u03c2 \u03c4\u03bf\u03c5\u03c2 \u03cc\u03c1\u03bf\u03c5\u03c2 \u03c3\u03c4\u03b7 \u03b4\u03b9\u03b4\u03b1\u03c3\u03ba\u03b1\u03bb\u03af\u03b1 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2 \u03c3\u03b5 \u03b4\u03b9\u03b1\u03c6\u03bf\u03c1\u03b5\u03c4\u03b9\u03ba\u03ac \u03c0\u03b5\u03c1\u03b9\u03b2\u03ac\u03bb\u03bb\u03bf\u03bd\u03c4\u03b1 \u03bc\u03ac\u03b8\u03b7\u03c3\u03b7\u03c2. [Second or Foreign? Redefining the terms in the acquisition of Greek in different learning contexts]. In Proceedings of the 14th International Conference on Greek Linguistics (ICGL14)<\/em>. University of Patras, Patras, Greece.<\/p>\n\n\n\n

 <\/p>\n\n\n\n

Etxeberria, U., Tubau, S., Borr\u00e0s-Comes, J., & Espinal, M. T. (published online: Apr 13, 2021). Polarity Items in Basque. Experimental evidence for their existential reading<\/a>. Natural Language and Linguistic Theory<\/em>. [doi: 10.1007\/s11049-021-09513-2] [ISSN: 0167-806X] [Impact factor 2019: 1.625; Q1 Linguistics] [SJR 2019: 1.327; Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Evnitskaya, N., & Dalton-Puffer, C. (online first). Cognitive discourse functions in CLIL classrooms: eliciting and analysing students\u2019 oral categorizations in science and history<\/a>. International Journal of Bilingual Education and Bilingualism<\/em>. https:\/\/doi.org\/10.1080\/13670050.2020.1804824<\/a><\/p>\n\n\n\n

Llinares, A., & Evnitskaya, N. (online first). Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities?<\/a> TESOL Quarterly<\/em>. https:\/\/doi.org\/10.1002\/tesq.607<\/a><\/p>\n\n\n\n

Mackay, J., Andria, M., Tragant, E., & Pinyana \u00c0. (in press). WhatsApp as part of an EFL programme: Participation and interaction. ELT Journal<\/em>.<\/p>\n\n\n\n

Miranda, N., & Molina-Naar, M. (in press). Profiling EMI in Colombian universities: Policies and practices. In N. Galloway, & J. McKinley (Eds.), English-Medium Instruction Practices in Higher Education: International Perspectives<\/em><\/a>. Routledge. [ISBN: 9780367681807]<\/span><\/p>\n\n\n\n

Tragant, E., Pinyana, \u00c0, Mackay, J., & Andria, M. (in press). Extending language learning beyond the EFL classroom through WhatsApp<\/a>. Computer Assisted Language Learning<\/em>. https:\/\/doi.org\/10.1080\/09588221.2020.1854310<\/a><\/p>\n\n\n\n

Tsiakmakis, E., Borr\u00e0s-Comes, J., & Espinal, M. T. (in press). Greek polydefinites revisited: Polydefiniteness as Resumed Relative Clause modification. Journal of Greek Linguistics<\/em>. [doi: NA] [ISSN: 1566-5844] [SJR 2019: 0.178; Q2 Language and Linguistics, Q2 Linguistics and Language]<\/span><\/p>\n\n\n\n

2021<\/strong><\/p>\n\n\n\n

Evnitskaya, N. (2021). Does a Positive Atmosphere Matter? Insights and Pedagogical Implications for Peer Interaction in CLIL Classrooms. In: S. Kunitz, O. Sert, & N. Markee (Eds.): Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy<\/em><\/a> (pp. 169-196). Berlin: Springer.<\/p>\n\n\n\n

Gallon, R., Lorenzo Gal\u00e9s, N., & Josefowicz, M. (2021). A Nemetic Model for Transmedia Organizational Literacy<\/a>. In D.B.A. Mehdi Khosrow-Pour (Ed.), Encyclopedia of Organizational Knowledge, Administration, and Technology<\/em> (pp. 279-293). Hershey, PA: IGI Global.<\/p>\n\n\n\n

Torras-Vila, B. (2021). Music as a tool for foreign language learning in Early Childhood Education and Primary Education. Proposing innovative CLIL Music teaching approaches<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 4(1), 35-47. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.60]<\/span><\/p>\n\n\n\n

2020<\/strong><\/p>\n\n\n\n

Aguilar, L., & Borr\u00e0s-Comes, J. (2020). Alteraciones de la declinaci\u00f3n y el campo tonal en el habla de personas con S\u00edndrome de Down. Estudios de Fon\u00e9tica Experimental<\/em>, 29<\/a>, 11\u201333. [ISSN: 1575-5533] [SJR 2019: 0.101; Q4 Language and Linguistics, Q4 Linguistics and Language]<\/span><\/p>\n\n\n\n

Andri\u00e0, M. (2020). Editorial CJ 3 (2)<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 3(2), 5\u20136. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.58]<\/span><\/p>\n\n\n\n

Andri\u00e0, M. (2020). Learning to teach and teaching Greek as a Second\/Foreign Language: A preliminary approach on teachers\u2019 and student-teachers\u2019 perceptions<\/a>. ELT Research in Action. Proceedings of the second ELTRIA Conference<\/em> (pp. 44\u201347). Barcelona: Universitat de Barcelona.<\/p>\n\n\n\n

Bar\u00f3n, J., Roquet, H., Evnitskaya, N., & Navarro, N. (2020). Pragmatics in Teacher Talk: The Case of Pre-Primary Education<\/a>. English Language Teaching, 13(8), 168-177.<\/p>\n\n\n\n

Bleda, S., \u00c1lvarez, I., & Prat, M. (2020). The Perceptions of Professional Values among Students at a Spanish Nursing School<\/a>. Healthcare<\/em>, 8(2), 74.<\/p>\n\n\n\n

Borik, O., Borr\u00e0s-Comes, J., & Ser\u00e9s, D. (2020). Preverbal (in)definites in Russian: An experimental study. In K. Balogh, A. Latrouite, & R. D. Van Valin, Jr. (Eds.), Nominal anchoring: Specificity, definiteness, and article systems<\/a><\/em> (pp. 51\u201380). Berlin: Language Science Press. [doi: 10.5281\/zenodo.4049681] [ISBN: 9783961102846]<\/span><\/p>\n\n\n\n

Coral, J., Urbiola, M., Sabat\u00e9, E., Bofill, J., Lleix\u00e0, T., & Vil\u00e0 Ba\u00f1os, R. (2020). Does the teaching of physical education in a foreign language jeopardise children’s physical activity time? A pilot study<\/a>. International Journal of Bilingual Education and Bilingualism<\/em>, 23(8), 839-854.<\/p>\n\n\n\n

Dulsat, C., & \u00c1lvarez, I. (2020). Change at distance education, what kind of resistance? What improvements?<\/a> Turkish Online Journal of Distance Education<\/em>, 21(4), 160-172.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2020). Coteaching in CLIL in Catalonia<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 3(2), 37\u201355. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.54]<\/span><\/p>\n\n\n\n

Escobar Urmeneta, C. (2020). Editorial CJ 3 (1)<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 3(2), 5\u20136. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.43]<\/span><\/p>\n\n\n\n

Escobar Urmeneta, C. (2020). <\/strong>From EMI to ICLHE: Collaborative Problem-Solving Leading to Teacher Development for L2-Medium Instruction<\/a>. In M. M. S\u00e1nchez (Ed.), Teacher Training For English-Medium Instruction In Higher Education (pp. 179-204). Hershey, PA: IGI Global. [DOI: 10.4018\/978-1-7998-2318-6.ch009]<\/span> [ISBN: 9781799823186]<\/span> Sample<\/a>. Guideway Planning Template for ICLHE<\/a>. <\/p>\n\n\n\n

Escobosa, G., Lleix\u00e0, T., & Coral, J. (2020). Caracter\u00edsticas de una web-app educativa de EB en CLIL para el profesorado<\/a>. Journal of Sport and Health Research<\/em>, 12(2), 159-168.<\/p>\n\n\n\n

Gkouma, A., Andria, M., & Mikros, G. (2020). Exploring Pragmatic Competence in Formal Communicative Contexts: the case of thanking by native and non-native speakers of Greek<\/a>. [Thanking in L2 Greek: The role of proficiency in L2 pragmatic competence] CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 3(2), 57\u201370.<\/p>\n\n\n\n

Jakonen, T., & Evnitskaya, N. (2020). Teacher smiles as an interactional and pedagogical resource in the classroom<\/a>. Journal of Pragmatics<\/em>, 163, 18-31.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N. (2020). Google, \u00bfme apruebas? El aprendizaje profundo en las sociedades superficiales<\/a>. VII Seminario GATE<\/em>, Universidad Polit\u00e9cnica de Madrid (UPM), Spain. 1, 36<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N. (2020). What school do I want for my children? The Educational System in catalonia<\/a>. Barcelona Expat Week 2020<\/em>, Barcelona Activa 1(1), 27.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N., & Gallon, R. (2020). Sharing personalized learning to cultivate creativity<\/a>. In L. Daniela (2020), Pedagogies of Digital Learning in Higher Education<\/em> (pp. 61-87). London: Routledge.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N., & Gallon, R. (2020). Transcendent learning spaces<\/a>. In L. Daniela (Ed.), New Perspectives on Virtual and Augmented Reality. Finding New Ways to Teach in a Transformed Learning Environment<\/em> (pp. 113-131). London: Routledge.<\/p>\n\n\n\n

Mogas Recalde, J., Palau, R., Lorenzo Gal\u00e9s, N., & Gallon, R. (2020). Developments for Smart Classrooms: School Perspectives and Needs<\/a>. International Journal of Mobile and Blended Learning (IJMBL)<\/em>, 12(4), 34-50<\/p>\n\n\n\n

Ottin Pecchio, G. (2020). Reescritura en pareja: una tarea de aprendizaje inicial de lo escrito<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 3(1), 57\u201363.<\/p>\n\n\n\n

Pons, B., & \u00c1lvarez, I. (2020). Aesthetic Quality Experiences (AQE) as a Means of Improving Reading and Writing: A Case Study<\/a>. Universal Journal of Educational Research<\/em>, 6(9), 1921-1927.<\/p>\n\n\n\n

Ritter, A., & \u00c1lvarez, I. (2020). Mindfulness and Executive Functions: Making the Case for Elementary School Practice<\/a>. European Journal of Investigation in Health, Psychology and Education<\/em>, 10(1), 544-553.<\/p>\n\n\n\n

Rodr\u00edguez-Lifante, A., & Andri\u00e0, M. (2020). Mi futuro, mi pasi\u00f3n favorita o un camino a la cultura antigua\u2026 El significado de las motivaciones en aprendientes de griego moderno como segunda lengua<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 3(2), 71\u201386. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.47]<\/span><\/p>\n\n\n\n

Singh, S., Molina-Naar, M., & Ehlers, S. (2020). Policies for professionalisation in adult learning and education: A comparative study from India, Colombia and Denmark. Andragogical Studies<\/em>, 2020(2)<\/a>, 33-61. [doi: 10.5937\/AndStud2002033S]<\/span><\/p>\n\n\n\n

Tejada-S\u00e1nchez, I., & Molina-Naar, M. (2020). English medium instruction and the internationalization of higher education in Latin America: A case study from a Colombian university<\/a>. Latin American Journal of Content & Language Integrated Learning<\/em>, 13(2), 339\u2013367. [doi: 10.5294\/laclil.2020.13.2.8]<\/span><\/p>\n\n\n\n

2019<\/strong><\/p>\n\n\n\n

Borr\u00e0s-Comes, J., Kiagia, E., & Prieto, P. (2019). Epistemic intonation and epistemic gesture are mutually co-expressive: empirical results from two intonation-gesture matching tasks<\/a>. Journal of Pragmatics<\/em>, 150, 39\u201352. [Impact factor 2017: 1.039; Q2 Linguistics] [SJR 2018: 0.952; Q1 Artificial Intelligence, Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Escobar Urmeneta, C. (2019). An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 2(1), 7-19. [doi: 10.5565\/rev\/clil.21]<\/span><\/p>\n\n\n\n

Escobar Urmeneta, C. (2019). Editorial<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 2(1), 5-6. [doi: 10.5565\/rev\/clil.20]<\/span><\/p>\n\n\n\n

Escobosa, G., Lleix\u00e0, T., & Coral, J. (2019). Dise\u00f1o del prototipo de una web-App de Educaci\u00f3n F\u00edsica en Content and Language Integrated Learning (CLIL)<\/a>. Journal of Sport and Health Research, 11(Supl 1), 1-16. [SJR<\/a>]<\/span><\/p>\n\n\n\n

Evnitskaya, N. (2019). Constructing Cognitive Discourse Functions in secondary CLIL classrooms in Spain. In: K. Tsuchiya, & M. D. P\u00e9rez-Murillo (Eds.): Content and Language Integrated Content in Spanish and Japanese Contexts: Policy, Practice and Pedagogy<\/em><\/a> (pp. 237-262). Palgrave Macmillan. [ISBN: 9783030274429]<\/span><\/p>\n\n\n\n

Evnitskaya, N. (2019). Editorial<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 2(2), 5-6. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.32]<\/span><\/p>\n\n\n\n

Li, F., Borr\u00e0s-Comes, J., & Espinal, M. T. (2019). Mismatches in the interpretation of fragment negative expressions in Mandarin Chinese<\/a>. Journal of Pragmatics<\/em>, 152, 28\u201345. [Impact factor 2017: 1.039; Q2 Linguistics] [SJR 2018: 0.952; Q1 Artificial Intelligence, Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N. (2019). From Media to Transmedia: Transforming Teaching and Learning Strategies in a Digital Culture<\/a>. \uc601\uc0c1\uc601\uc5b4\uad50\uc721 (STEM Journal)<\/em>, 20(4), 147-161.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N., & Gallon, R. (2019). Educational Agility<\/a>. In M. Kowalczuk-Wal\u00eadziak, A. Korzeniecka-Bondar, W. Danilewicz, & G. Lauwers (Eds.), Rethinking Teacher Education for the 21st Century: Trends, Challenges and New Directions<\/em> (pp. 98-100). Opladen; Berlin; Toronto: Verlag Barbara Budrich.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N., & Gallon, R. (2019). Integrating Education, AI, and SDG\u2019s: a three-pronged collaboration<\/a>. In L. Daniela (Ed.), Innovations, Technologies and Research in Education, 2019. Proceedings of ATEE Spring Conference<\/em> (pp. 10-22). Latvia: University of Latvia Press.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N., & Gallon, R. (2019). Smart pedagogy for smart learning<\/a>. In L. Daniela (2019), Didactics of Smart Pedagogy: Smart Pedagogy for Technology Enhanced Learning<\/em> (pp. 41-69). Cham, Switzerland: Springer.<\/p>\n\n\n\n

Ser\u00e9s, D., Borr\u00e0s-Comes, J., & Borik, O. (2019). Interplay between Position and Interpretation: An Experimental Study of Russian Bare Plurals<\/a>. Revue Roumaine de Linguistique – Romanian Review of Linguistics<\/em>, 64(2). [Impact factor 2017: 0.085; Q4 Linguistics] [SJR 2018: 0.101; Q4 Language and Linguistics, Q4 Linguistics and Language]<\/span><\/p>\n\n\n\n

2018<\/strong><\/p>\n\n\n\n

\u00c1lvarez, I., & Dulsat, C. (2018). Lessons Learned from a Distance Course: “More Use Could Have Been Made of It”<\/a>. Universal Journal of Educational Research<\/em>, 6(9), 1921-1927.<\/p>\n\n\n\n

Andri\u00e0, M., & Hijazo-Gasc\u00f3n, A. (2018). Deictic Motion verbs in Greek as a Foreign Language by Spanish and Catalan L1 learners: a preliminary approach<\/a>. \u0393\u03bb\u03c9\u03c3\u03c3\u03bf\u03bb\u03bf\u03b3\u03af\u03b1\/Glossologia<\/em>, 26, 121-135.<\/p>\n\n\n\n

Coral, J., Lleix\u00e0, T., & Ventura, C. (2018). Foreign language competence and content and language integrated learning in multilingual schools in Catalonia: an ex-pot-facto study analysing the results of state key competences testing<\/a>. International Journal of Bilingual Education and Bilingualism<\/em>, 21(2), 139-150. [Impact factor 2017: 1.765; Q1 Linguistics, Q2 Education & Educational Research] [SJR: 1.198<\/strong>; Q1 Education, Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Escobar Urmeneta, C. (2018). Editorial<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 1(1), 5-6. [doi: 10.5565\/rev\/clil.2]<\/span><\/p>\n\n\n\n

Escobar Urmeneta, C. (2018). The A-B-C of Content Learning in CLIL settings. A call for contributions from Content-Pedagogy Specialists<\/a>. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 1(1), 45-47. [doi: 10.5565\/rev\/clil.7]<\/span><\/p>\n\n\n\n

Etxeberria, U., Tubau, S., D\u00e9prez, V., Borr\u00e0s-Comes, J., & Espinal, M. T. (2018). Relating (un)acceptability to interpretation. Experimental investigations on negation<\/a>. Frontiers in Psychology<\/em>, 8, 2370, 1-15. [Impact factor 2017: 2.089; Q2 Psychology: Multidisciplinary] [SJR: 0.997<\/strong>; Q1 Psychology (miscellaneous)]<\/span><\/p>\n\n\n\n

Felip Falc\u00f3, R., & Lobo V\u00edrseda, M. J. (2018). Formaremos alumnos competentes a trav\u00e9s de proyectos que integren contenidos y lengua extranjera. In: M. Pere\u00f1a (Coord.), Ense\u00f1ar y aprender lenguas en un modelo educativo pluriling\u00fce. Metodolog\u00edas y estrategias para el desarrollo de proyectos educativos<\/em><\/a> (pp. nn-nn). Barcelona: Horsori – ICE de la Universitat de Barcelona.<\/p>\n\n\n\n

Li, F., Borr\u00e0s-Comes, J., & Espinal, M. T. (2018). Single negation interpretations in sentences with multiple negative expressions in Mandarin Chinese. An experimental investigation<\/a>. Lingua<\/em>, 270-271, 65-78. [Impact factor 2017: 0.864; Q2 Linguistics] [SJR: 0.481<\/strong>; Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Lorenzo, N. (2018). An Innovative, Competency-Based International CLIL Project: Are you brave enough?<\/a> CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education<\/em>, 1(1), 29-36. [DOI: https:\/\/doi.org\/10.5565\/rev\/clil.5]<\/span><\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N. (2018). La inteligencia artificial en educaci\u00f3n: amenazas y oportunidades<\/a>. Informe Odite sobre tendencias educativas<\/em>, 1 (pp. 53-60). Barcelona: ODITE.<\/p>\n\n\n\n

Lorenzo Gal\u00e9s, N., & Gallon, R. (2018). A Social Constructionist Model for Human-Machine Ecosystems<\/a>. In L. Daniela, & M. Lytras (Eds.), Learning Strategies and Constructionism in Modern Education Settings<\/em> (pp. 25-49). Hershey, PA: IGI Global.<\/p>\n\n\n\n

Llanes-Coromina, J., Vil\u00e0-Gim\u00e9nez, I., Kushch, O., Borr\u00e0s-Comes, J., & Prieto, P. (2018). Beat gestures help preschoolers recall and comprehend discourse information<\/a>. Journal of Experimental Child Psychology<\/em>, 172(8), 168-188. [Impact factor 2017: 2.424; Q2 Psychology: Developmental, Q2 Psychology: Experimental] [SJR: 1.978<\/strong>; Q1 Developmental and Educational Psychology; Q1 Experimental and Cognitive Psychology]<\/span><\/p>\n\n\n\n

Mil\u00e0, M. L., & \u00c1lvarez, I. (2018). What do Adolescents Know about Mental Health Illnesses? A Case Study based on Learning and Service in a Secondary School<\/a>. Journal of Social Science Studies<\/em>, 5(1), 223-238.<\/p>\n\n\n\n

Moore, E., Evnitskaya, N., & Ramos-de Robles, S. L. (2018). Teaching and learning science in linguistically diverse classrooms<\/a>. Cultural Studies of Science Education<\/em>, 13(2), 341-352. [SJR: 0.580<\/strong>; Q1 Cultural Studies]<\/span><\/p>\n\n\n\n

Morton, T., & Evnitskaya, N. (2018). Language alternation in peer interaction in Content and Language Integrated Learning (CLIL)<\/a>. In A. Filipi & N. Markee (Eds.), Conversation Analysis and Language Alternation: Capturing transitions in the classroom<\/em> (pp. 61-82). Amsterdam: John Benjamins.<\/p>\n\n\n\n

Prieto, P., & Borr\u00e0s-Comes, J. (2018). Question intonation contours as dynamic and gradient epistemic operators<\/a>. Natural Language & Linguistic Theory<\/em>, 36(2), 563-586. [Impact factor 2017: 1.130; Q2 Linguistics] [SJR: 0.840<\/strong>; Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Tubau, S., D\u00e9prez, V., Borr\u00e0s-Comes, J., & Espinal, M. T. (2018). How speakers interpret the negative markers no<\/em> and no…pas<\/em> in Catalan<\/a>. Probus<\/em>, 30(1), 121-167. [Impact factor 2017: 0.429; Q3 Linguistics] [SJR: 0.255<\/strong>; Q2 Language and Linguistics, Q2 Linguistics and Language]<\/span><\/p>\n\n\n\n

2018: C. Escobar Urmeneta & L. Arnau Sabat\u00e9s (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em>. Madrid: S\u00edntesis.<\/a> [ISBN: 9788491710998]<\/strong><\/p>\n\n\n\n

Arnau Sabat\u00e9s, L., Escobar Urmeneta, C., & Borr\u00e0s-Comes, J. (2018). Rendimiento acad\u00e9mico de estudiantes de estudios universitarios con docencia en ingl\u00e9s (DUI): El caso del Grado en Educaci\u00f3n Primaria de la UAB. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 135-146). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Borr\u00e0s-Comes, J., & Escobar Urmeneta, C. (2018). El desarrollo de la competencia discursiva en lengua extranjera en un entorno ICLES: La efectividad de la estrategia GUIDEWAY. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 115-133). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Coral, J. (2018). Adaptaciones metodol\u00f3gicas de la did\u00e1ctica de la educaci\u00f3n f\u00edsica en los grados universitarios en ingl\u00e9s. El aprendizaje integrado de contenidos y lengua inglesa y la competencia discursiva. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 165-186). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Cros, A., & Escobar Urmeneta, C. (Coords.) (2018). Manual de usos ling\u00fc\u00edsticos para grados universitarios con docencia en ingl\u00e9s. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 209-218). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2018). Docencia Universitaria en Ingl\u00e9s (DUI) en el Grado de Educaci\u00f3n Primaria: fundamentaci\u00f3n, contexto y toma de decisiones. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 33-59). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2018). Cuatro a\u00f1os de docencia universitaria en ingl\u00e9s. Miradas cr\u00edticas de los participantes. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 89-114). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2018). Docencia en ingl\u00e9s y formaci\u00f3n inicial del profesorado de Educaci\u00f3n Primaria. Resultados preliminares y pr\u00f3ximos retos. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 147-162). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Evnitskaya, N., & Torras-Vila, B. (2018). Factores socioling\u00fc\u00edsticos influyentes en la decisi\u00f3n de estudiar el Grado de Educaci\u00f3n Primaria en ingl\u00e9s. En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 73-87). Madrid: S\u00edntesis.<\/p>\n\n\n\n

Mart\u00ednez-Cipr\u00e9s, H. (2018). La construcci\u00f3n y aplicaci\u00f3n de herramientas de coevaluaci\u00f3n e Integraci\u00f3n de Contenido y Lengua en la Educaci\u00f3n Superior (ICLES). En: C. Escobar Urmeneta & L. Arnau (Eds.), Los retos de la internacionalizaci\u00f3n de los grados universitarios en el contexto del Espacio Europeo de Educaci\u00f3n Superior<\/em> (pp. 187-205). Madrid: S\u00edntesis.<\/p>\n\n\n\n

2017<\/strong><\/p>\n\n\n\n

\u00c1lvarez, I., & Olmos, P. (2017). First Steps toward Becoming a Teacher: The Experience with the Degree in Primary Education in English<\/a>. Education and Linguistics Research<\/em>, 3(2), 146-161.<\/p>\n\n\n\n

\u00c1lvarez, I., Selva, L., Medina, J. L., & S\u00e1ez, S. (2017). Using root metaphors to analyze communication between nurses and patients: A qualitative study<\/a>. BMC Medical Education<\/em>, 17(1), 216. [SJR: 1.511<\/strong>; Q2 Education & Educational Research, Q3 Education: Scientific Disciplines (SCI)]<\/span><\/p>\n\n\n\n

Amat, A., \u00c1lvarez, I., (2017). A social e-learning experience in the Raval Neighbourhood: Human perceptions and Community development<\/a>. International Research in Education<\/em>, 5(1), 42-58.<\/p>\n\n\n\n

Andria, M. & Serrano, R. (2017). Developing new \u2018thinking-for-speaking\u2019 patterns in Greek as a foreign language: the role of proficiency and stays abroad<\/a>. Language Learning Journal<\/em>, 45(1),  66-80. [SJR: 0.632<\/strong>; Q1 Education, Q1 Language and Linguistics, Q1 Language and Linguistics]<\/span><\/p>\n\n\n\n

Coral, J., Esquerda, G., & Benito, J. (2017). Design and validation of a tool to evaluate physical education and language integrated learning tasks<\/a>. Didacticae: Journal of Research in Specific Didactics<\/em>, 2, 43-58.<\/p>\n\n\n\n

Coral, J., &  Lleix\u00e0, T. (2017). In-service Content and Language Integrated Learning (CLIL) teachers: An Action Research Project in professional learning in Catalonia. In P. Boyd & A. Szplit (Eds.), Teachers and Teacher Educators Learning Through Inquiry: International Perspectives<\/a><\/em> (pp. 263-289). Kielce-Krak\u00f3w: Wydawnictwo Attyka. [ISBN: 9788365644282]<\/span><\/p>\n\n\n\n

Dulsat, C., & \u00c1lvarez, I. (2017). Inspiring change in e-training sports coaching: Lessons learned from a descriptive study<\/a>. Paper presented at the European Conference on e-Learning<\/em> (pp. 156-162). Kidmore End: Academic Conferences International Limited.<\/p>\n\n\n\n

Escobar Urmeneta, C. & Walsh, S. (2017). Classroom interactional competence in content and language integrated learning<\/a>. In: A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL<\/em> (pp. 183-200). Amsterdam: John Benjamins.<\/p>\n\n\n\n

Esteve-Gibert, N., Borr\u00e0s-Comes, J., Asor, E., Swerts, M., & Prieto, P. (2017). The timing of head movements: the role of prosodic heads and edges<\/a>. Journal of the Acoustical Society of America<\/em>, 141(6), 4727\u20134739. [Impact factor: 1.605<\/strong>; Q3 Acoustics (SCI), Q3 Audiology & Speech-Language Pathology (SCI)] [SJR: 0.695; Q1 Acoustics and Ultrasonics, Q2 Arts and Humanities (miscellaneous)]<\/span><\/p>\n\n\n\n

Evnitskaya, N., & Berger, E. (2017). Learners\u2019 Multimodal Displays of Willingness to Participate in Classroom Interaction in the L2 and CLIL Contexts<\/a>. Classroom Discourse<\/em>, 8(1), 71-94.<\/p>\n\n\n\n

Evnitskaya, N., & Jakonen, T. (2017). Multimodal Conversation Analysis and CLIL classroom practices<\/a>. In: A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL<\/em> (pp. 201-220). Amsterdam: John Benjamins.<\/p>\n\n\n\n

Gonz\u00e1lez, M., Roseano, P., Borr\u00e0s-Comes, J., & Prieto, P. (2017). Epistemic and evidential marking in discourse: effects of register and debatability<\/a>. Lingua<\/em>, 186\u2013187(1), 68\u201387. [Impact factor: 0.864<\/strong>; Q2 Linguistics] [SJR: 0.519; Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Huebscher, I., Borr\u00e0s-Comes, J., & Prieto, P. (2017). Prosodic attenuation characterizes formal register in Catalan requests<\/a>. Journal of Phonetics<\/em>, 65, 145-159. [Impact factor: 1.519<\/strong>; Q1 Linguistics] [SJR: 1.109; Q1 Language and Linguistics, Q1 Linguistics and Language, Q1 Speech and Hearing]<\/span><\/p>\n\n\n\n

Lleix\u00e0, T., & Coral, J. (2017). Catalonia’s competence-based Physical Education curriculum. In: D. Corella, B. Antala, & S. Epifani (Eds.), Physical Education in Primary School Researches \u2013 Best Practices \u2013 Situation<\/em><\/a> (pp. 433-446). Lecce \/ Rovato (BS): Pensa MultiMedia.<\/p>\n\n\n\n

2017: Temps d\u2019Educaci\u00f3<\/em>, 52 (Monografia \u201cFormem mestres triling\u00fces per a una societat cosmopolita: El projecte Guideway\u201d, coord. Cristina Escobar Urmeneta)<\/a><\/strong><\/p>\n\n\n\n

Escobar Urmeneta, C. (2017). Formem mestres triling\u00fces per a una societat cosmopolita: El projecte Guideway<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 7-10.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2017). Formaci\u00f3 inicial del professorat d\u2019Educaci\u00f3 Prim\u00e0ria i internacionalitzaci\u00f3 a casa: Disseny i resultats preliminars del desplegament del Grau d\u2019Educaci\u00f3 Prim\u00e0ria \u2013 Doc\u00e8ncia Universit\u00e0ria en Angl\u00e8s (GEP-DUA)<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 11-32.<\/p>\n\n\n\n

Escobar Urmeneta, C., & S\u00e1nchez-Sola, A. (2017). Internacionalitzaci\u00f3 en el Grau d\u2019Educaci\u00f3 Prim\u00e0ria \u2013 Doc\u00e8ncia Universit\u00e0ria en Angl\u00e8s: Mirades cr\u00edtiques dels estudiants i del professorat<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 33-49.<\/p>\n\n\n\n

Torras-Vila, B. & Evnitskaya, N. (2017). Estudiar educaci\u00f3 prim\u00e0ria en angl\u00e8s: Factors socioling\u00fc\u00edstics influents en l\u2019elecci\u00f3 del grau per part dels futurs mestres<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 51-60.<\/p>\n\n\n\n

Borr\u00e0s-Comes, J., Rapesta Monymany, B. Jim\u00e9nez Gal\u00e1n, R., & Escobar Urmeneta, C. (2017). El desenvolupament de la compet\u00e8ncia discursiva en llengua estrangera en un entorn ICLES: L\u2019efectivitat de l\u2019estrat\u00e8gia Guideway<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 61-77.<\/p>\n\n\n\n

Borr\u00e0s-Comes, J., Arnau, L., Escobar Urmeneta, C. & Flecha, A. (2017). L\u2019ICLES i el rendiment acad\u00e8mic dels aprenents a l\u2019educaci\u00f3 terci\u00e0ria: El cas del Grau d\u2019Educaci\u00f3 Prim\u00e0ria de la UAB<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 79-89.<\/p>\n\n\n\n

Coral, J. (2017). Els reptes de la did\u00e0ctica de l\u2019educaci\u00f3 f\u00edsica al grau de prim\u00e0ria en angl\u00e8s: L\u2019aprenentatge de continguts i el desenvolupament de la compet\u00e8ncia discursiva en llengua estrangera<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 91-117.<\/p>\n\n\n\n

Mart\u00ednez-Cipr\u00e9s, H. (2017). La millora de la compet\u00e8ncia discursiva: Dificultats i oportunitats per elaborar i implementar una r\u00fabrica de coavaluaci\u00f3<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 119-132.<\/p>\n\n\n\n

Agud, I., & Ion, G. (2017). Cartes a una mestra. Construint ponts entre la teoria i la pr\u00e0ctica a l\u2019educaci\u00f3 prim\u00e0ria<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 133-145.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2017). Manual d\u2019usos ling\u00fc\u00edstics per a Graus universitaris amb doc\u00e8ncia en angl\u00e8s<\/a>. Temps d\u2019Educaci\u00f3<\/em>, 52, pp. 147-154.<\/p>\n\n\n\n

2016<\/strong><\/p>\n\n\n\n

\n

\u00c1lvarez, I., & Dulsat, C. (2016). Resistance to a first-time online training course for Sport Technicians<\/a>. International Journal of Education<\/em>, 8(4), pp. 92-104.<\/p>\n

\u00c1lvarez, I., Kilbourn, B., & Olson, G. (2016). Barcelona, Toronto and Chicago: Preservice students collaborate using ICT to learn about teaching, culture and themselves as risk takers<\/a>. Global Journal of Educational Studies<\/em>, 2(1), pp. 1-13.<\/p>\n

Braz, M., & Coral, J. (2016). \u00bfQu\u00e9 tiene que ver la educaci\u00f3n f\u00edsica con las competencias?. In: T. Lleix\u00e0 & E. M. Sebastiani (Eds.), Competencias clave y Educaci\u00f3n F\u00edsica: \u00bfC\u00f3mo y para qu\u00e9 tenerlas en cuenta en la programaci\u00f3n?<\/em><\/a> (pp. 49-62). Barcelona: Inde.<\/p>\n

Busc\u00e0 Donet, F., Lleix\u00e0 Arribas, T., Coral Mateu, J., & Gallardo Ram\u00edrez, S. (2016). La Programaci\u00f3n por Competencias en Educaci\u00f3n F\u00edsica: Retos y Problemas para su Implantaci\u00f3n en la Escuela<\/a>. REMIE: Multidisciplinary Journal of Educational Research<\/em>, 6(3), 292-317.<\/p>\n

Coral, J. & Lleix\u00e0, T. (2016). Physical education in content and language integrated learning: successful interaction between physical education and English as a foreign language<\/a>. International Journal of Bilingual Education and Bilingualism<\/em>, 19(1), pp. 108-126. [Impact factor 2015: 1.338; Q1 Education & Educational Research, Q1 Linguistics]<\/span><\/p>\n

Cuervo, G., & \u00c1lvarez, I. (2016). The School Counselor Leading (Social) Entrepreneurship within High Schools<\/a>. Journal of Educational Issues<\/em>, 2(2), pp. 352-366.<\/p>\n

Escobar Urmeneta, C. (2016). Aprendizaje integrado de contenidos y lengua. In: D. Masats & L. Nussbaum (Eds.), Ense\u00f1anza y aprendizaje de las lenguas extranjeras en educaci\u00f3n secundaria obligatoria<\/a> <\/em>(pp. 85-111). Madrid: S\u00edntesis.<\/p>\n

Escobar Urmeneta, C. (2016). Learning to become a CLIL teacher: teaching, reflection and professional development. In: Y. Ruiz de Zarobe (Ed.), Content and Language Integrated Learning, Language Policy and Pedagogical Practice<\/em><\/a> (pp. 104-123). London, Routledege.<\/p>\n

Escobar Urmeneta, C. (Coord.) (2016). La formaci\u00f3 inicial de mestres a catalunya en relaci\u00f3 a l’angl\u00e8s: Estat de la q\u00fcesti\u00f3 i propostes de futur<\/a>. Informe del programa MIF.<\/p>\n<\/div>\n\n\n\n

Escobar Urmeneta, C. (2016). Conversaci\u00f3n educativa y aprendizaje integrado de competencias ling\u00fc\u00edsticas y curriculares: las muchas tareas de la maestra AICLE<\/a>.<\/em> E-AESLA<\/em>, 2, 42-55.<\/p>\n\n\n\n

Felip Falc\u00f3, R. (2016). In-service teacher training to empower 2.0 CLIL teachers. In: R. Breeze (Ed.), CLIL + Science: New Directions in Content and Language Integrated Learning for Science and Technology<\/em><\/a> (pp. 46-49). Pamplona: Universidad de Navarra. [ISBN: 978-84-8081-496-6]<\/span><\/p>\n\n\n\n

Felip Falc\u00f3, R., & Estebanell, M. (2016). Comunicarse y aprender (en) ingl\u00e9s con las TIC. La capacitaci\u00f3n docente para la mejora del aprendizaje. In: R. Roig-Vila (Ed.), EDUcaci\u00f3n y TECnolog\u00eda. Propuestas desde la investigaci\u00f3n y la innovaci\u00f3n educativa<\/em><\/a> (pp. 83-84). Barcelona: Octaedro. [ISBN: 978-84-9921-847-2]<\/span><\/p>\n\n\n\n

Felip Falc\u00f3, R., & Estebanell, M. (2016). Las tecnolog\u00edas como facilitadoras del aprendizaje y la comunicaci\u00f3n en entornos AICLE. La formaci\u00f3n permanente del profesorado AICLE en Catalu\u00f1a<\/a>. In: R. Roig-Vila (Ed.), Tecnolog\u00eda, innovaci\u00f3n e investigaci\u00f3n en los procesos de ense\u00f1anza-aprendizaje<\/em> (pp. 398-408). Barcelona: Octaedro. [ISBN: 978-84-9921-848-9]<\/span><\/p>\n\n\n\n

Felip Falc\u00f3, R., & Lobo V\u00edrseda, M. J. (2016). Fem alumnes competents a trav\u00e9s de projectes que integrin continguts i llengua estrangera. In: M. Pere\u00f1a (Coord.), Ensenyar i aprendre lleng\u00fces en un model educatiu pluriling\u00fce. Metodologies i estrat\u00e8gies per al desenvolupament de projectes educatius i per a la pr\u00e0ctica docent<\/em><\/a> (pp. 99-116). Barcelona: Horsori – ICE de la Universitat de Barcelona.<\/p>\n\n\n\n

Lleix\u00e0 Arribas, T., Coral Mateu, J., & Gallardo Ram\u00edrez, S. (2016). Lesson Planning in Physical Education According to the Key Competences Approach: Challenges and Problems when Applying at School<\/a>. REMIE: Multidisciplinary Journal of Educational Research<\/em>, 6(3), 292-317.<\/p>\n\n\n\n

Mart\u00ednez-Cipr\u00e9s, H. (2016). La interacci\u00f3n como herramienta para mejorar la producci\u00f3n escrita: un estudio de caso<\/a>.<\/em> E-AESLA<\/em>, 2, pp. 85-94.<\/p>\n\n\n\n

Roseano, P., Gonz\u00e1lez, M., Borr\u00e0s-Comes, J., & Prieto, P. (2016). Communicating epistemic stance: How speech and gesture patterns reflect epistemicity and evidentiality<\/a>. Discourse Processes<\/em>, 53(3), pp. 135\u2013174. [Impact factor: 2.074<\/strong>; Q2 Psychology: Educational, Q2 Psychology: Experimental] [SJR: 1.247; Q1 Communication, Q1 Language and Linguistics, Q1 Linguistics and Language]<\/span><\/p>\n\n\n\n

Torras-Vila, B. (2016). Studying Primary Education in English: factors that influenced the students\u2019 decision\u200b<\/a>.<\/em> E-AESLA<\/em>, 2, pp. 235-243.<\/p>\n\n\n\n

Torras-Vila, B. (2016). Book Review: The impact of self-concept on language learning, edited by Kata Csiz\u00e9r & Michael Magid (2014)<\/a>. Bellaterra Journal of Teaching & Learning Language & Literature<\/em>, 9(4), 82-86.<\/p>\n\n\n\n

2015<\/strong><\/p>\n\n\n\n

\u00c1lvarez, I. (2015). Met\u00e1foras b\u00e1sicas para ayudar a la comprensi\u00f3n de fen\u00f3menos. In: S. S\u00e1ez, M. Mart\u00ednez, & C. Torres (Eds.), Educaci\u00f3n para la salud. Aportaciones multidisciplinarias a la formaci\u00f3n e investigaci\u00f3n<\/em><\/a>, pp. 209-223. Lleida: Milenio.<\/p>\n\n\n\n

Andria, M. (2015). Crosslinguistic Influence in the acquisition of modern Greek as a foreign language by Spanish\/Catalan L1 learners: The role of proficiency and stays abroad<\/a>. Anuari de Filologia. Estudis de Ling\u00fc\u00edstica<\/em>, 5: 159-160.<\/p>\n\n\n\n

Andri\u00e1, M. (2015). \u0397 \u03b5\u03ba\u03bc\u03ac\u03b8\u03b7\u03c3\u03b7 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2 \u03c9\u03c2 \u039e\u03ad\u03bd\u03b7\u03c2 \u0393\u03bb\u03ce\u03c3\u03c3\u03b1\u03c2 \u03c3\u03c4\u03b7\u03bd \u0399\u03c3\u03c0\u03b1\u03bd\u03af\u03b1: \u03a0\u03b5\u03c1\u03b9\u03c0\u03c4\u03ce\u03c3\u03b5\u03b9\u03c2 \u0394\u03b9\u03b1\u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae\u03c2 \u0395\u03c0\u03af\u03b4\u03c1\u03b1\u03c3\u03b7\u03c2 \u03c3\u03c4\u03b1 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ac \u03ba\u03b1\u03b9 \u03c4\u03b1 \u0399\u03c3\u03c0\u03b1\u03bd\u03b9\u03ba\u03ac. [The Acquisition of Modern Greek as a Foreign Language in Spain: Cases of Crosslinguistic Influence]. Proceedings of the V International Congress of Iberian-American Neo-Hellenists<\/em> (Berlin, September 16-19). Hispanic Society of Modern Greek Studies (SHEN).<\/p>\n\n\n\n

Borr\u00e0s-Comes, J., & Prieto, P. (2015). Intonation and the pragmatics of yes-no questions in Central Catalan<\/a>. Proceedings of the 18th International Congress of Phonetic Sciences<\/em> (Glasgow, Aug 10-14, 2015).<\/p>\n\n\n\n

Borr\u00e0s-Comes, J., Sichel-Bazin, R., & Prieto, P. (2015). Vocative intonation preferences are sensitive to politeness factors<\/a>. Language and Speech<\/em>, 58(1), pp. 68-83. [Impact factor: 1.041<\/strong>; Q2 Linguistics, Q4 Psychology:Experimental, Q4 Audiology & Speech-Language Pathology (SCI)]<\/span><\/p>\n\n\n\n

Corredera-Capdevila, A. & Mart\u00ednez-Cipr\u00e9s, H. (2015). Let’s Tangram Together<\/a>. Guix: Elements d’Acci\u00f3 Educativa<\/em>, 415, pp. 67-72. (Juny 2015). ISSN: 2014-4598.<\/p>\n\n\n\n

Corredera-Capdevila, A. & Mart\u00ednez-Cipr\u00e9s, H. (2015). Let’s Tangram Together<\/a>. Aula de Innovaci\u00f3n Educativa<\/em>, 242, pp. 67-72. (Junio 2015). ISSN: 2014-4725.<\/p>\n\n\n\n

Escobar Urmeneta, C., Gilabert, R. & Sarramona, J. (Coor.). (2015). Compet\u00e8ncies b\u00e0siques de l’\u00e0mbit ling\u00fc\u00edstic (lleng\u00fces estrangeres). Educaci\u00f3 prim\u00e0ria<\/a>. Barcelona: Departament d\u2019Ensenyament, Generalitat de Catalunya.<\/p>\n\n\n\n

Escobar Urmeneta, C., Gilabert, R. & Sarramona, J. (Coor.). (2015). Compet\u00e8ncies b\u00e0siques de l’\u00e0mbit ling\u00fc\u00edstic (lleng\u00fces estrangeres). Educaci\u00f3 secund\u00e0ria obligat\u00f2ria<\/a>. Barcelona: Departament d\u2019Ensenyament, Generalitat de Catalunya.<\/p>\n\n\n\n

Espinal, T., Tubau, S., Borr\u00e0s-Comes, J., & Prieto, P. (2015). Double Negation in Catalan and Spanish. Interaction between Syntax and Prosody<\/a>. In P. Larriv\u00e9e & C. Lee (Eds.), Negation and negative polarity. Cognitive and experimental perspectives<\/em> (pp. 143-174). London\/New York: Springer.<\/p>\n\n\n\n

Prieto, P., Puglesi, C., Borr\u00e0s-Comes, J., Arroyo, E., & Blat, J. (2015). Exploring the contribution of prosody and gesture to the perception of focus using an animated agent<\/a>. Journal of Phonetics<\/em>, 49(1), pp. 41-54. [Impact factor: 1.227<\/strong>; Q1 Linguistics]<\/span><\/p>\n\n\n\n

Thorson, J., Borras-Comes, J., Crespo-Sendra, V., Vanrell, M.M. & Prieto, P. (2015). The acquisition of melodic form and meaning in yes-no interrogatives by Catalan and Spanish speaking children<\/a>. Probus<\/em>, 27(1), pp. 73-99. [Impact factor: 0.533<\/strong>; Q3 Linguistics]<\/span><\/p>\n\n\n\n

2014<\/strong><\/p>\n\n\n\n

Borr\u00e0s-Comes, J., & Prieto, P. (2014). The acquisition of coda consonants by Catalan and Spanish children: effects of prominence and frequency of exposure<\/a>. Probus<\/em>, 25(1), pp. 59-82. [Impact factor: 0.529<\/strong>; Q3 Linguistics]<\/span><\/p>\n\n\n\n

Borr\u00e0s-Comes, J., Kaland, C., Prieto, P., & Swerts, M. (2014). Audiovisual correlates of interrogativity: a comparative analysis of Catalan and Dutch<\/a>. Journal of Nonverbal Behavior<\/em>, 38, pp. 53-66. [Impact factor: 1.974<\/strong>; Q2 Psychology:Social]<\/span><\/p>\n\n\n\n

Borr\u00e0s-Comes, J., Vanrell, M. M., & Prieto, P. (2014). The role of pitch range in establishing intonational contrasts<\/a>. Journal of the International Phonetic Association<\/em>, 44(1), pp. 1-20. [Impact factor: 0.515<\/strong>; Q3 Linguistics]<\/span><\/p>\n\n\n\n

Coral, J., & Lleix\u00e0, T. (2014). La ense\u00f1anza de la educaci\u00f3n f\u00edsica mediante el enfoque educativo CLIL: La resoluci\u00f3n de los dilemas profesionales surgidos durante un proceso de investigaci\u00f3n-acci\u00f3n<\/a>. Movimento<\/em>, 20(4), pp. 1423-1445. [Impact factor: 0.145<\/strong>; Q4 Education & Educational Research, Q4 Social Sciences:Interdisciplinary]<\/span><\/p>\n\n\n\n

Eixarch, E. (2014). Scienglish o la desaparici\u00f3n de las fronteras curriculares en el aula<\/a>. Aula de innovaci\u00f3n educativa<\/em>, 237, pp. 29-33.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2014). Conversar m\u00e1s y mejor en la clase de ingl\u00e9s. Para aprender mejor y llegar m\u00e1s lejos<\/a>. Aula de innovaci\u00f3n educativa<\/em>, 237, pp. 12-17.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2014). Conversar m\u00e9s i millor a la classe d’angl\u00e8s. Per aprendre’n millor i arribar m\u00e9s lluny<\/a>. Guix. Elements d’acci\u00f3 educativa<\/em>, 410, pp. 12-17.<\/p>\n\n\n\n

Escobar Urmeneta, C., Carrera, O., & Widawska, K. (2014). Master en \u00abFormaci\u00f3n Inicial del Profesorado de lenguas extranjeras de secundaria y de las escuelas de idiomas\u00bb : le mod\u00e8le Bellaterra<\/a>. A Camp\u00e0, \u00c0. (Ed.). FLE: “Le projet auc coeur du renouveuau de la classe de langue”. Rep\u00e8res & Applications (VIII). Institut de Ci\u00e8ncies de l’Educaci\u00f3. UAB: 65-71. CD Rom. ISBN978-84-89489-98-1.<\/p>\n\n\n\n

Escobar Urmeneta, C., & Evnitskaya, N. (2014). ‘Do you know Actimel?’ The Adaptive Nature of Dialogic Teacher-led Discussions in the CLIL Science classroom: a Case Study<\/a>. Language Learning Journal<\/em>, 42(2), pp. 165-180. [Scimago Journal Rank: 0.558<\/strong>; Q1 Language and Linguistics, Q1 Language and Linguistics, Q2 Education]<\/span><\/p>\n\n\n\n

Escrich, M., & Macarr\u00f3n, R. (2015). \u00a1Aprendemos ingl\u00e9s! Recorrido por nuestra aula en una jornada escolar<\/a>. Aula de innovaci\u00f3n educativa<\/em>, 237, pp. 18-23.<\/p>\n\n\n\n

Esteve-Gibert, N., Borr\u00e0s-Comes, J., Swerts, M., & Prieto, P. (2014). Head gesture timing is constrained by prosodic structure<\/a>. Proceedings of the Seventh International Conference on Speech Prosody<\/em> (Dublin, May 20-23, 2014).<\/p>\n\n\n\n

Felip, R., & Lobo, M. J. (2015). Preguntarse, investigar, comunicar\u2026 Aprender (en) ingl\u00e9s con las tecnolog\u00edas<\/a>. Aula de innovaci\u00f3n educativa<\/em>, 237, pp. 24-28.<\/p>\n\n\n\n

Garc\u00eda Ibarz, E. (2014). Compartir experi\u00e8ncies en angl\u00e8s. Participar a la classe per aprendre<\/a>. Guix. Elements d’acci\u00f3 educativa<\/em>, 410, pp. 18-23.<\/p>\n\n\n\n

Lobo, M. J., & Felip, R. M. (2014). Preguntar-se, investigar, comunicar … aprendre (en) angl\u00e8s amb les Tecnologies<\/a>. Guix. Elements d’acci\u00f3 educativa<\/em>, 410, pp. 24-28.<\/p>\n\n\n\n

Marqu\u00e8s, P., & \u00c1lvarez, I. (2014). El curr\u00edculo bimodal como marco metodol\u00f3gico y para la evaluaci\u00f3n<\/a>. Educar<\/em>, 50(1), pp. 149-166.<\/p>\n\n\n\n

2013<\/strong><\/p>\n\n\n\n

Aguas, M., Dallari, L., Espinet, M. & Vald\u00e9s, L. (2013). El Coteaching como herramienta de avance de un proyecto de AICLE en primaria. Un estudio realizado a trav\u00e9s de las preguntas de las maestras. La construcci\u00f3n interactiva de las explicaciones en un aula AICLE de ciencias<\/a>. Ense\u00f1anza de las Ciencias. Revista de investigaci\u00f3n y experiencias did\u00e1cticas<\/em>, 3588-3594.<\/p>\n\n\n\n

\u00c1lvarez, I. (2013). El profesor como facilitador de experiencias. In: J. Argos & P. Ezquerra (Eds.), Liderazgo y educacion<\/em><\/a> (pp. 43-36). Santander: Publicaciones de la Universidad de Cantabria.<\/p>\n\n\n\n

Coral, J. (2013). Physical Education in CLIL: Enhancing Language Through Meaningful Use and Interaction<\/a>. Temps d’Educaci\u00f3<\/em>, 45, pp. 41-64.<\/p>\n\n\n\n

Coral i Mateu, J. (2013). L’Educaci\u00f3 F\u00edsica i l’aprenentatge integrat de l’angl\u00e8s: com els mestres d’escola poden desenvolupar programes AICLE en Educaci\u00f3 F\u00edsica<\/a>. Temps d’Educaci\u00f3<\/em>, 45, pp. 149-170.<\/p>\n\n\n\n

Coral i Mateu, J., & Lleix\u00e0, T. (2013). L’aprenentatge integrat de continguts i llengua estrangera (AICLE) a Catalunya. Estudis i experi\u00e8ncies<\/a>. Temps d’Educaci\u00f3<\/em>, 45, pp. 7-16.<\/p>\n\n\n\n

Coral i Mateu, J., & Lleix\u00e0, T. (Eds.) (2013). Temps d’Educaci\u00f3<\/em>. Volum monogr\u00e0fic: L\u2019aprenentatge integrat de continguts i llengua estrangera (AICLE) a Catalunya. Estudis i experi\u00e8ncies<\/a>.<\/p>\n\n\n\n

Coral, J., & Lleix\u00e0, T. (2013). Las tareas en el aprendizaje integrado de educaci\u00f3n f\u00edsica y lengua extranjera (AICLE). Determinaci\u00f3n de las caracter\u00edsticas de las tareas mediante el an\u00e1lisis del diario de clase<\/a>. RETOS<\/em>, 24, pp. 79-84<\/p>\n\n\n\n

Coral, J. (2013). Physical Education Year 5. P.E. World 5, Student’s book. Zaragoza, Grupo Editorial Luis Vives.<\/p>\n\n\n\n

Coral, J. (2013). Physical Education Year 6. P.E. World 6, Student’s book. Zaragoza, Grupo Editorial Luis Vives.<\/p>\n\n\n\n

Coral, J. (2013). Physical Education Year 5. P.E. World 5, Teacher’s book. Zaragoza, Grupo Editorial Luis Vives.<\/p>\n\n\n\n

Coral, J. (2013). Physical Education Year 6. P.E. World 6, Teacher’s book. Zaragoza: Grupo Editorial Luis Vives.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2013). Learning to become a CLIL teacher: teaching, reflection and professional development<\/a>. International Journal of Bilingual Education and Bilingualism<\/em>, ISSN 1747-7522.16<\/em>(3), 334-353.<\/p>\n\n\n\n

Escobar Urmeneta, C., & Evnitskaya, N. (2013). Affording Students Opportunities for the Integrated Learning of Content and Language. A Contrastive Study on Classroom Interactional Strategies Deployed by Two CLIL Teachers<\/a>. In J. Arnau (ed.), Recovering Catalan through School: Challenges and Instructional Approaches<\/em>. Bristol: Multilingual Matters & Institut d’Estudis Catalans:159-183. ISSN 0212-4521.<\/p>\n\n\n\n

Evnitskaya, N. & Escobar Urmeneta, C. (2013b). ‘What is harmful?’: La construcci\u00f3n interactiva de las explicaciones en un aula AICLE de ciencias<\/a>. Ense\u00f1anza de las Ciencias. Revista de investigaci\u00f3n y experiencias did\u00e1cticas<\/em>, 31(Extra), pp. 1160-1164.<\/p>\n\n\n\n

Fuentes, M.A. (2013). What do students talk about? The relevance of content-focused and non-content-focused talk types within peer-interaction CLIL tasks<\/a>. Revista de Lengua para Fines Espec\u00edficos.<\/em> ISSN 1133-1127, 19, pp. 80-108.<\/p>\n\n\n\n

Fuentes Arjona, M.A. (2013). Which score is adequate: Approximation to the assessment rationale used in a Science through English CLIL written test<\/a>. Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 6 (4), pp. 54-73.<\/p>\n\n\n\n

Ramos de Robles, S. L., (2013). Desarrollo de competencias multiling\u00fces, aprendizaje de la ciencia y su did\u00e1ctica: oportunidades de los contextos AICLE para la formaci\u00f3n de profesores de ciencias. La construcci\u00f3n interactiva de las explicaciones en un aula AICLE de ciencias<\/a>. Ense\u00f1anza de las Ciencias. Revista de investigaci\u00f3n y experiencias did\u00e1cticas<\/em>, pp. 2940-2945.<\/p>\n\n\n\n

Ramos de Robles, S. & Espinet Blanch, M. (2013). Una propuesta fundamentada para analizar la interacci\u00f3n de contextos AICLE en la formaci\u00f3n inicial del profesorado de ciencias<\/a>. Ense\u00f1anza de las ciencias: Revista de investigaci\u00f3n y experiencias did\u00e1cticas<\/em>, 31(3), pp. 27-48.<\/p>\n\n\n\n

Salaberri Ramiro, S. & S\u00e1nchez P\u00e9rez, M. (2013). CLIL Lesson Planning in Primary Education: a case study<\/a>. TESOL-SPAIN E-newsletter<\/em>, 36(1).<\/p>\n\n\n\n

Simon Auerbach, J. (2013a). Cambio conceptual y desarrollo de la Competencia Interactiva (CI) en la Lengua Extranjera: un estudio cualitativo en una aula AICLE de Bachillerato. La construcci\u00f3n interactiva de las explicaciones en un aula AICLE de ciencias<\/a>. En Ense\u00f1anza de las Ciencias. Revista de investigaci\u00f3n y experiencias did\u00e1cticas: 3359-3364. ISSN: 0212-4521.<\/p>\n\n\n\n

Simon Auerbach, J. (2013b). Energy resources: a teacher-student image based interaction experience in a clil classrrom. In: Llanes, A., Astrid, L., Gallego, L. & Mateu, R. (eds.) Applied Linguistics in the Age of Globalization<\/em>. ISSN 1870-4069. pp. 216-224. Lleida: Edicions de la Universitat de Lleida.<\/p>\n\n\n\n

2012<\/strong><\/p>\n\n\n\n

Asensio, J.M., \u00c1lvarez, I., et al. (2012). Las competencias de los profesionales de la educaci\u00f3n hoy. La transformaci\u00f3n de la pr\u00e0ctica educativa.<\/p>\n\n\n\n

Coral, J. (2012). Physical Education in CLIL: Enhancing Language Through Meaningful Use and Interaction<\/a>. APAC’s ELT Journal<\/em>, 76, pp. 30-38.<\/p>\n\n\n\n

Eixarch Dom\u00e8nech, E. & Pel\u00e1ez, N. (2012). CLIL vs. Content-Rich Language Learning. What exactly am I doing here?<\/a> Proceedings APAC-ELT Convention 2012. n.75, October 2012.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2012). Content-Rich Language Learning in Context-Rich Classrooms<\/a>. In APAC 74: 39-47.<\/p>\n\n\n\n

Evnitskaya, N. (2012). Conversation Analysis for Second Language Acquisition and beyond: An interview with Numa P. Markee<\/a>. Bellaterra Journal of Teaching & Learning Language & Literature<\/em>, ISSN 2013-6196. 5(3), 57-65.<\/p>\n\n\n\n

Evnitskaya, N. (2012). ‘\u00bfPermanecer en silencio supone no participar en la interacci\u00f3n en el aula de segunda lengua?’<\/a> Paper presented at the XXX AESLA International Conference: Applied Linguistics in the Age of Globalization<\/em>. Universitat de Lleida (Lleida, Spain): 19-21 April, 2012.<\/p>\n\n\n\n

Evnitskaya, N., Mart\u00ednez Cipr\u00e9s, H.,. Moore, E., Vallejo Rubinstein, C. (Coords.) (2012). TRICLIL 2012 proceedings: Better CLIL: more opportunities in primary, secondary and higher education<\/a>. CLIL-SI. [CD]. DL.16792.<\/p>\n\n\n\n

Pallar\u00e9s, O., Mart\u00ednez Cipr\u00e9s, H., Parellada, E., Bernaus, M., Escobar Urmeneta, C., Evnitskaya, N. & Lobo, M\u00aa J. (2012). Learning English in Content-Rich Classrooms<\/a>. En: Evnitskaya, N., Mart\u00ednez Cipr\u00e9s, H.,. Moore, E., Vallejo Rubinstein, C. (Coords.) Better CLIL: More opportunities in Primary, Secondary and Higher Education [CD] CLIL-SI.DL.16792. 248-252.<\/p>\n\n\n\n

Simon Auerbach, J. (2012). A Community of Readers<\/a>. In APAC, 75:54-59.<\/p>\n\n\n\n

2011<\/strong><\/p>\n\n\n\n

Bernaus Queralt, M., Furlong, A., Jonckheere, S., & Kervran M. (2011). Plurilingualism and pluriculturalism in content based teaching: A training kit<\/a>. Graz: European Centre for Modern Languages<\/p>\n\n\n\n

Canet Pladevall, R. & Evnitskaya, N. (2011). Rethink, Rewrite, Remake or Learning to Teach Science Through English<\/a>. In C. Escobar Urmeneta, N. Evnitskaya, E. Moore, & A. Pati\u00f1o (Eds.), AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em><\/a> (pp. 167-177). Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona.<\/p>\n\n\n\n

Coral, J. (2011). Using cooperative and collaborative learning to improve track and field skills<\/a>. CESIRE.<\/p>\n\n\n\n

Eixarch Dom\u00e8nech, E. (2011). Avaluaci\u00f3 i aprenentatge en espais innovadors AICLE<\/a>. Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 1-16.<\/p>\n\n\n\n

Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Pati\u00f1o Santos, A. (eds.) (2011). AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em><\/a>. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona. ISBN 978-84-490-2678-2.<\/p>\n\n\n\n

Escobar Urmeneta, C. & Nussbaum, L. (eds.) (2011). Aprendre en una altra llengua \/ Learning through another language \/ Aprender en otra lengua<\/a>. Bellaterra: Servei de publicacions de la UAB. ISBN 978-84-490-2677-5.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2011). Colaboraci\u00f3n interdisciplinar, Partenariado y Centros de Formaci\u00f3n Docente: Tres ejes para sustentar la formaci\u00f3n del profesorado AICLE<\/a>. In: Escobar Urmeneta & Nussbaum (Eds). Aprendre en una altra llengua \/ Learning through another language \/ Aprender en otra lengua. Servei de publicacions de la UAB, pp. 203-230. ISBN 978-84-490-2677-5.<\/p>\n\n\n\n

Escobar Urmeneta, C. & Evnitskaya, N. (2011). La correcci\u00f3n de ejercicios es una buena ocasi\u00f3n para aprender ciencias e ingl\u00e9s. True or false? Conversaciones de clase exitosas en contextos ‘AICLE’<\/a>. In M.P. N\u00fa\u00f1ez Delgado & J. Rienda (coords.), La investigaci\u00f3n en did\u00e1ctica del a legua y la literatura: Situaci\u00f3n actual y perspectivas de futuro<\/em>. Proceedings of the XII SEDLL International Conference<\/em> (31 November-2 December, 2011). Granada: SEDLL. CD-Rom. ISBN 978-84-96677-54-8.<\/p>\n\n\n\n

Escobar Urmeneta, C. (2011). Learning English in Content-Rich Classrooms. Foreword. In Learning English in Content-Rich Classrooms<\/a>. [CD-ROM] CLIL-SI, Bellaterra (Barcelona).<\/p>\n\n\n\n

Evnitskaya, N. & Morton T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice<\/a>. Language and Education.<\/em> ISSN 1747-7581. 25 (2), pp. 109-127.<\/p>\n\n\n\n

Fuentes Arjona, M.A. & Hern\u00e1ndez. E. (2011). From “This is impossible” to “I will make the standard higher”: A close look at interaction in the CLIL classroom<\/a>. Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 17-36.<\/p>\n\n\n\n

Gallart, M. & Planas Nadales, N. (2011). Converses de matem\u00e0tiques a l’aula triling\u00fce<\/a>. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Pati\u00f1o, A. (Eds.), AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em>, pp. 27-40. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona. ISBN 978-84-490-2678-2.<\/p>\n\n\n\n

Horrillo Godino, Z. (2011). Formaci\u00f3n del profesorado en el enfoque AICLE: apreciaciones informadas de la did\u00e1ctica de las materias en las que el otro es experto. Un estudio de caso<\/a>. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Pati\u00f1o, A. (eds.), AICLE \u2013 CLIL \u2013 EMILE. Educaci\u00f3 pluriling\u00fce: Experiencias, research & pol\u00edtiques<\/em>, pp. 41-56. Bellaterra: Servei de Publicacions de la Universitat Aut\u00f2noma de Barcelona. ISBN 978-84-490-2678-2.<\/p>\n\n\n\n

Horrillo Godino, Z. (2011). \u00bfRealizan los alumnos las tareas de intercambio oral de informaci\u00f3n en el aula AICLE?<\/a> Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4 (2), pp. 71-95.<\/p>\n\n\n\n

Moore, E. & Nussbaum, L. (2011). Qu\u00e8 aporta l’an\u00e0lisi conversacional a la comprensi\u00f3 de les situacions d’AICLE<\/a>. In C. Escobar & L. Nussbaum (Eds.), Aprendre en una Altra llengua \/ Learning through another language \/ Aprender en otra lengua<\/em>. Bellaterra: Servei de publicacions de la UAB. [ISBN 978-84-490-2678-2]<\/span><\/p>\n\n\n\n

Pallar\u00e9s Monge, O. (2011). Cr\u00f2nica d’un projecte d’educaci\u00f3 pluriling\u00fce: Un estudi de cas<\/a>. Bellaterra journal of teaching and learning language and literature<\/em>. ISSN 2013-6196. Vol. 4(2), pp. 57-70.<\/p>\n\n\n\n

Simon Auerbach, J. (2011). No s\u00e9 qu\u00e9 day: Code-switching and code-mixing in a plurilingual family living in Catalonia<\/a>. Bellaterra Journal of Teaching & Learning Language & Literature<\/em>, ISSN 2013-6196. Vol 4, (4), pp. 72-93.<\/p>\n\n\n\n

2010<\/strong><\/p>\n\n\n\n

Coral, J. (2010) L’aprenentatge de l’angl\u00e8s a trav\u00e9s de l’educaci\u00f3 f\u00edsica: el programa ‘Mou-te i apr\u00e8n’. English language acquisition through Physical Education: the ‘Mou-te i apr\u00e8n’ programme. Temps d’Educaci\u00f3, 39, 149-16<\/p>\n\n\n\n

Corredera Capdevila, A i Ruiz, B.J. (2010) Evoluci\u00f3 que el professor de m\u00fasica experimenta en la forma de percebre i categorizar l’ensenyament de la llengua anglesa durant una experi\u00e8ncia d’Aprenentatge integrat de continguts i llengua (AICLE), en angl\u00e8s. Bellaterra: Journal of Teaching and Learning Language and Literature<\/em>. ISSN 2013-6196. Vol. 3(2) June-July 2010, 51-70. \"\"<\/a><\/p>\n\n\n\n

de Dios Garc\u00eda, B. (2010). Ajustes Conversacionales para el Aprendizaje de Contenidos en L2. Bellaterra Journal of Teaching & Learning Language & Literature.<\/em> ISSN 2013-6196.<\/em> Vol. 3(1), June-July 2010, 137-171. \"\"<\/a><\/p>\n\n\n\n

Eixarch Dom\u00e8nech, E. (2010). El Professorat i els entorns AICLE. A ‘CiDd: II Congr\u00e9s Internacional de Did\u00e0ctiques 2010. Girona: Universitat. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. & Nussbaum, L. (2010). Politiques, pratiques et perspectives de l’\u00e9ducation linguistique en Espagne. A: Max Niemeyer Verlag (Ed.). Fremdsprachen an den Schulen der Europ\u00e4ischen Union \/ Foreign languages in the schools of the European Union \/ Langues \u00e9trang\u00e8res dans les \u00e9coles de l’Union europ\u00e9enne. Sociolinguistics book series No. 24, pp. 120-133. ISSN 0933-1883. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. (2010). Pre-service CLIL Teacher-Education in Catalonia: Expert and novice practitioners teaching and reflecting together In: David Lasagabaster & Yolanda Ruiz de Zarobe CLIL in Spain: Implementation, Results and Teacher Training. Newcastle, UK: Cambridge Scholars Publishing, pp. 189-218. ISBN 978-1-4438-1857-5. \"\"<\/a><\/p>\n\n\n\n

Horrillo Godino, Z. (2010) A case study of cross-curricular dialogue as a part of teacher education in the CLIL (Content and Language Integrated Learning) approach. Critical and Reflective Practice in Education<\/em>. ISSN 2040-4735. vol 2, pp 4-17. \"\"<\/a><\/p>\n\n\n\n

2009<\/strong><\/p>\n\n\n\n

Corredera Capdevila, A. (2009) Experiencia AICLE (m\u00fasica en ingl\u00e9s) en el aula inclusiva de secundaria: Evoluci\u00f3n de la percepci\u00f3n del profesor de contenido. A: C.M. Bretones Callejas et al. (eds.), Applied Linguistics Now: Understanding language and mind: 345-359. ISBN: 978-84-692-1479-4. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. (2009). Cuando la lengua de la escuela es diferente de la lengua familiar. En: Monogr\u00e1fico Aprender en ingles. Cuadernos de Pedagog\u00eda<\/em>, ISSN 0210-0630. 395. pp. 46-51. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. & S\u00e1nchez Sola, A. (2009). Language Learning through Tasks in a CLIL Science Classroom. Porta Linguarum<\/em>, ISSN 1697-7467. 11, pp. 65-83. \"\"<\/a><\/p>\n\n\n\n

Espinet Blanch, M. (2009). \u00bfDificultad u oportunidad? En: Monogr\u00e1fico Aprender en ingles. Cuadernos de Pedagog\u00eda<\/em>, ISSN 0210-0630. 395. pp. 73-75. \"\"<\/a><\/p>\n\n\n\n

Horrillo, Z. (2009). A Study of the On-task and Off-task Activity Carried Out by Teenage Learners During a Content and Language Integrated Learning Task. The International Journal of Learning<\/em>, ISSN 1447-9540. Volume 16, Issue 11, pp.113-136. \"\"<\/a><\/p>\n\n\n\n

Jim\u00e9nez Jim\u00e9nez, M. & Bazoco Garc\u00eda, J. (2009). Ciencias en ingl\u00e9s, desde un enfoque inclusivo. En: Monogr\u00e1fico Aprender en ingles. Cuadernos de Pedagog\u00eda<\/em>, 395. pp. 70-72. \"\"<\/a><\/p>\n\n\n\n

Llurda, E. (2009). Attitudes towards English as an International Language: The pervasiveness of native models among L2 users and teachers. in: Farzad Sharifian (ed.) English as an International Language: Perspectives and Pedagogical Issues<\/em>. ISSN: 1477-4526. Clevedon: Multilingual Matters. \"\"<\/a><\/p>\n\n\n\n

Nussbaum, L. (2009). Integrar lengua y contenido, con los andamios necesarios. En: Monogr\u00e1fico Aprender en ingles. Cuadernos de Pedagog\u00eda<\/em>, ISSN 0210-0630. 395. pp. 56-58. \"\"<\/a><\/p>\n\n\n\n

Pallar\u00e9s Monge, O. i Petit Olivella, C. (2009). “Matem\u00e1ticas e ingl\u00e9s, un t\u00e1ndem con objetivos comunes” en Monogr\u00e1fico Aprender en ingles. Cuadernos de Pedagog\u00eda<\/em>, ISSN 0210-0630. 395: 46-51. \"\"<\/a><\/p>\n\n\n\n

Salaberri Ramiro, S. (2009). Un centro y un plan que van de la mano. En: Monogr\u00e1fico Aprender en ingles. Cuadernos de Pedagog\u00eda<\/em>, ISSN 0210-0630. 395. pp. 62-65. \"\"<\/a><\/p>\n\n\n\n

2008<\/strong><\/p>\n\n\n\n

Corredera Capdevila, A. (2008). Uso de la lengua extranjera en tareas para aprender ciencias en ingl\u00e9s: \u00bfhablan en ingl\u00e9s? En: Monroy, R., S\u00e1nchez, A. (eds) 25 A\u00f1os de Ling\u00fc\u00edstica Aplicada en Espa\u00f1a: Hitos y Retos \/ 25 Years of Applied Linguistics in Spain: Milestones and Challenges, pp. 295-307.<\/p>\n\n\n\n

Dooly, M.A. ‘Review: Carmen Mu\u00f1oz (ed.) (2008). Age and the Rate of Foreign Language Learning<\/em>. Clevedon, Buffalo, Toronto: Multilingual Matters’. A: Atlantis<\/em>, ISSN 1989-6840. 30 (1). pp. 3-8. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. & Nussbaum, L. (2008a). Tareas de intercambio de informaci\u00f3n y procesos de aprendizaje en el aula AICLE. In: Camps & Milian: (coord.). (2008). Miradas y voces. Investigaciones sobre la educaci\u00f3n ling\u00fc\u00edstica y literaria en entornos pluriling\u00fces. Barcelona: Editorial Gra\u00f3: 159-178. ISBN 978-84-7827-526-7.<\/p>\n\n\n\n

Escobar Urmeneta, C. & Nussbaum, L. (2008b). Tasques d’intercanvi de informaci\u00f3 i processos d’aprenentatge en l’aula AICLE. In: Camps i Milian: (coord.). (2008). Mirades i veus. Investigacions sobre l’educaci\u00f3 ling\u00fc\u00edstica i liter\u00e0ria en entorns pluriling\u00fces. Barcelona: Editorial Gra\u00f3: 167-187. ISBN: 978-84-7827-525-0.<\/p>\n\n\n\n

Escobar Urmeneta, C. & Unamuno Kaschapava, V. (2008). Languages and language learning in Catalan Schools: From the bilingual to the multilingual challenge. In: Christine H\u00e9lot & Anne-Marie de Mej\u00eda (eds.). Forging Multilingual Spaces. Integrated Perspectives on Majority and Minority Bilingual Education. Multilingual Matters: 228-255. [Hbk ISBN: 97818476907690760. Pbk: 9781847690753].<\/p>\n\n\n\n

Evnitskaya, N. (2008). El contrato did\u00e1ctico entre estudiantes: an\u00e1lisis del trabajo en parejas en el aula de Aprendizaje Integrado de Contenidos y Lengua (AICLE). In Proceedings of the VIII Congress on General Linguistics<\/em> (25-28 June, 2008). Madrid: Universidad Aut\u00f3noma de Madrid. \"\"<\/a><\/p>\n\n\n\n

Evnitskaya, N. i Aceros, J.C. (2008). ‘”We are a good team”: El contrato did\u00e1ctico en parejas de aprendices de lengua extranjera’. A: Revista Espa\u00f1ola de Ling\u00fc\u00edstica Aplicada<\/em>, ISSN 0213-2028. 21. pp: 45-70. \"\"<\/a><\/p>\n\n\n\n

Evnitskaya, N. i Aceros, J.C. (2008b). La identidad colectiva en la interacci\u00f3n: an\u00e1lisis de un encuentro comunicativo entre activistas tecnol\u00f3gicos. Universitas Psychologica, vol. 7, n\u00fam. 1, enero-abril, 2008, pp. 57-71. \"\"<\/a><\/p>\n\n\n\n

2006<\/strong><\/p>\n\n\n\n

Escobar Urmeneta, C. (2006). Descriptors de compet\u00e8ncies i estudiants de secund\u00e0ria: una relaci\u00f3 dif\u00edcil? En: Articles de did\u00e0ctica de la llengua, 39: 17-33. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. (2006). Una propuesta PEL de evaluaci\u00f3n criterial para la educaci\u00f3n secundaria. En: Cassany, D. (Ed.). Portfolio Europeo de las Lenguas de secundaria y su aplicaci\u00f3n en el aula. Madrid: Instituto Superior de Formaci\u00f3n del Profesorado del MEC de Espa\u00f1a: 77-108. \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. (Ed.). (2006). Algunes formes d’intervenci\u00f3 en la formaci\u00f3 pluriling\u00fce. En Nussbaum i Unamuno (Eds.). Usos i compet\u00e8ncies multiling\u00fces d’escolars d’origen immigrant. Bellaterra. Servei de Publicacions de la UAB: 135-166. \"\"<\/a> \"\"<\/a><\/p>\n\n\n\n

Escobar Urmeneta, C. & S\u00e1nchez, A. (2006). Bullying. A Video-recorded oral presentation by secondary students.<\/p>\n\n\n\n

Nussbaum, L., Escobar Urmeneta, C. y Unamuno, V. (2006). Una ling\u00fc\u00edstica interactivista de la ense\u00f1anza y el aprendizaje de llenguas. En: Camps, A. (Coord.). Di\u00e1logo e investigaci\u00f3n en las aulas. Investigaciones en Did\u00e1ctica de la Lengua y la Literatura. Barcelona: Gra\u00f3: 183-204. \"\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

In press Andria, M., Gkouma, A., & Panagopoulos P. (in press). \u03a7\u03c1\u03ae\u03c3\u03b7 \u03c3\u03c4\u03c1\u03b1\u03c4\u03b7\u03b3\u03b9\u03ba\u03ce\u03bd \u03c3\u03c4\u03b7 \u03b3\u03bb\u03c9\u03c3\u03c3\u03b9\u03ba\u03ae \u03c0\u03c1\u03ac\u03be\u03b7 \u03c4\u03b7\u03c2 \u03b5\u03c5\u03c7\u03b1\u03c1\u03b9\u03c3\u03c4\u03af\u03b1\u03c2 \u03b1\u03c0\u03cc \u03c6\u03c5\u03c3\u03b9\u03ba\u03bf\u03cd\u03c2 \u03ba\u03b1\u03b9 \u03bc\u03b7 \u03c6\u03c5\u03c3\u03b9\u03ba\u03bf\u03cd\u03c2 \u03bf\u03bc\u03b9\u03bb\u03b7\u03c4\u03ad\u03c2 \u03c4\u03b7\u03c2 \u0395\u03bb\u03bb\u03b7\u03bd\u03b9\u03ba\u03ae\u03c2: \u03bc\u03af\u03b1 \u03c0\u03bf\u03c3\u03bf\u03c4\u03b9\u03ba\u03ae \u03c0\u03c1\u03bf\u03c3\u03ad\u03b3\u03b3\u03b9\u03c3\u03b7. [Use of strategies in the speech of thanking by L2 learners and native speakers of Greek: A quantitative approach.]. In Proceedings of the 14th International Conference […]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-120","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/pages\/120","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/comments?post=120"}],"version-history":[{"count":1,"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/pages\/120\/revisions"}],"predecessor-version":[{"id":218,"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/pages\/120\/revisions\/218"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/led\/wp-json\/wp\/v2\/media?parent=120"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}