• Adquisició de llengües
• Pragmàtica de l’interllenguatge
• Interacció oral. Discurs col·laboratiu. Anàlisi input i output
• Adquisició de terceres llengües. Multilingüisme i llengües en contacte en context natural i d’aprenentatge.
• Educació multilingüe
• Desenvolupament multilingüe en infants
• Influència de factors específics tant externs (p.e. estades a l’estranger, mitjans de comunicació, model lingüístic) com a interns (actituds lingüístiques, motivació, edat, genere) en l’adquisició i ús del llenguatge
• Discurs de l’aula
• Desenvolupament de les destreses orals i escrites
• Anglès en context acadèmic

Articles en revistes

• Multilingual pragmatic awareness in collaborative writing (Epub ahead of print) Article

  Ignacio Martínez Buffa, María del Pilar Safont Jordà.

  LANGUAGE AWARENESS; online pp. 1-23. (2022). ISSN: 0965-8416

• Language attitudes and third language writing in a multilingual educational context Article

  Irene Guzmán Alcón.

  LANGUAGE VALUE; 1 pp. 30-51. (2022). ISSN: 1989-7103

• When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics Article

  Otilia Martí Arnándiz, María Lidón Moliner Miravet, Francisco José Alegre Ansuategui.

  SYSTEM; 106 pp. 1-14. (2022). ISSN: 0346-251X

• Students' Perception of Social Contextual Variables in Mitigating Email Requests Article

  Victoria Codina Espurz.

  THE GROVE; 29 pp. 57-79. (2022). ISSN: 1137-005X

• 'In English!' teachers' requests as reactions to learners' translanguaging discourse Article

  María del Pilar Safont Jordà.

  LANGUAGE CULTURE AND CURRICULUM; 3 pp. 317-333. (2022). ISSN: 0790-8318

• Teaching the pragmatics of English as an international language: A focus on pragmatic markers Article

  Ariadna Sanchez Hernandez, Alicia Martínez Flor.

  Language Teaching Research ; 2 pp. 256-278. (2022). ISSN: 1362-1688

• Fórmulas de tratamiento y marcadores de cortesía en correos electrónicos de estudiantes españoles al profesorado Article

  Patricia Salazar Campillo.

  RAEL : REVISTA ELECTRONICA DE LINGUISTICA APLICADA; 1 pp. 58-73. (2022). ISSN: 1885-9089

• Using audiovisual material to teach refusals from a discoursive perspective: a research-based proposal Article

  Ester Usó Juan, Alicia Martínez Flor.

  COMPLUTENSE JOURNAL OF ENGLISH STUDIES; 30 pp. 53-66. (2022). ISSN: 2386-3935

• The effect of individual factors on L3 teachers’ beliefs about multilingual education Article

  Otilia Martí Arnándiz, Laura Portolés Falomir.

  LANGUAGE CULTURE AND CURRICULUM; 4 pp. 353-370. (2022). ISSN: 0790-8318

• Regulative Discourse for Pre-Schoolers: Should English Language Teachers Be Polite? Article

  Otilia Martí Arnándiz, Laura Portolés Falomir.

  JOURNAL OF RESEARCH IN APPLIED LINGUISTICS; 2 pp. 6-21. (2022). ISSN: 2345-3303

• Exploring the role of strategy instruction on learners’ ability to write authentic email requests to faculty Article

  Ester Usó Juan.

  Language Teaching Research ; 2 pp. 213-237. (2022). ISSN: 1362-1688

• Fostering learners’ (meta)pragmatic awareness through film analysis Article

  Ester Usó Juan, Alicia Martínez Flor.

  LANGUAGE VALUE; 1 pp. 85-111. (2021). ISSN: 1989-7103

• Second life: a virtual environment to reduce students’ foreign language anxiety Article

  Gloria Sánchez Muñoz.

  VIVAT ACADEMIA; 154 pp. 1-24. (2021). ISSN: 1575-2844

• In-service teachers’ language attitudes in the Valencian educational system: the effect of the school language programme and the L1 Article

  Irene Guzmán Alcón, Laura Portolés Falomir.

  CAPLLETRA. REVISTA INTERNACIONAL DE FILOLOGIA; 71 pp. 121-146. (2021). ISSN: 0214-8188

• The influence of social distance and power in email politeness in an academic context Article

  Victoria Codina Espurz.

  ESTUDIOS INTERLINGÜÍSTICOS; 9 pp. 44-59. (2021). ISSN: 2340-9274

• El multilingüisme a l’escola: tendències educatives i nous reptes Article

  Laura Portolés Falomir.

  CAPLLETRA. REVISTA INTERNACIONAL DE FILOLOGIA; 68 pp. 125-147. (2020). ISSN: 0214-8188

• Tractament integrat de llengua i contingut: Quina llengua? Com s’integra? Per a què? Article

  Otilia Martí Arnándiz.

  CAPLLETRA. REVISTA INTERNACIONAL DE FILOLOGIA; 68 pp. 219-242. (2020). ISSN: 0214-8188

• Teachers’ beliefs about multilingual pedagogies and the role of initial training Article

  Laura Portolés Falomir, Otilia Martí Arnándiz.

  INTERNATIONAL JOURNAL OF MULTILINGUALISM; 2 pp. 248-264. (2020). ISSN: 1479-0718

• Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training Article

  Otilia Martí Arnándiz, Laura Portolés Falomir.

  ENGLISH LANGUAGE TEACHING; 2 pp. 17-36. (2019). ISSN: 1916-4742

• Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines Article

  Ester Ariadna Sánchez Hernández, Eva Alcón Soler.

  JOURNAL OF PRAGMATICS; 146 pp. 54-71. (2019). ISSN: 0378-2166

• Conversational Style and Early Academic Language Skills in CLIL and Non-CLIL Settings: A Multilingual Sociopragmatic Perspective Article

  Richard Mark Nightingale, María del Pilar Safont Jordà.

  ENGLISH LANGUAGE TEACHING; 2 pp. 37-56. (2019). ISSN: 1916-4742

• Openings and Closing in Emails by CLIL Students: A Pedagogical Proposal Article

  Victoria Codina Espurz, Patricia Salazar Campillo.

  ENGLISH LANGUAGE TEACHING; 2 pp. 57-67. (2019). ISSN: 1916-4742

• Requests in tourist information office service encounters: An analysis of directness and gender Article

  Patricia Salazar Campillo, Sara Orts.

  INTERNATIONAL JOURNAL OF ENGLISH STUDIES; 2 pp. 35-52. (2018). ISSN: 1578-7044

• Editors' introduction to mixed method approaches in investigating pragmatic learning Material editorial

  Eva Alcón Soler, María del Pilar Safont Jordà.

  SYSTEM; 75 pp. 1-3. (2018). ISSN: 0346-251X

• Development of discourse-pragmatic markers in a multilingual classroom: A mixed method research approach Article

  Sofía Martín Laguna, Eva Alcón Soler.

  SYSTEM; 75 pp. 68-80. (2018). ISSN: 0346-251X

• Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom Article

  Laura Portolés Falomir, María del Pilar Safont Jordà.

  SYSTEM; 75 pp. 81-92. (2018). ISSN: 0346-251X

• Student-initiated email communication: An analysis of openings and closings by Spanish EFL learners Article

  Patricia Salazar Campillo.

  SINTAGMA; 30 pp. 81-93. (2018). ISSN: 0214-9141

Llibres

• Les societats diverses. Mirades interdisciplinàries des de les ciències humanes i socials

  Francisco Javier Vellón Lahoz, Patricia Salazar Campillo. (Edició)

  Universitat Jaume I, Castelló (España). (2021). ISBN: 9788418432705

• Tasks, Pragmatics and Multilingualism in the Classroom. A Portrait of Adolescent Writing in Multiple Languages

  Sofía Martín Laguna. (Autoria)

  Multilingual Matters, Bristol (Reino Unido). (2020). ISBN: 9781788923644

• Investigating the Learning of Pragmatics across Ages and Contexts

  Patricia Salazar Campillo, Victoria Codina Espurz. (Edició)

  Brill, Leiden (Paises Bajos). (2019). ISBN: 9789004407855

Capítols de llibres

• Teacher Pragmatic Awareness in English as an International Language

  Ester Usó Juan, Alicia Martínez Flor.

  Pragmatics Pedagogy in English as an International Language. Routledge, New York (Estados Unidos de América). (2021). ISBN: 9780367563288

• Long-term instructional effects on learners’ use of email request modifiers

  Ester Usó Juan.

  Email Pragmatics and Second Language Learners. John Benjamins, (2021). ISBN: 9789027210012

• Emergents en ciències humanes i socials: la recerca com a projecte

  Francisco Javier Vellón Lahoz, Patricia Salazar Campillo.

  Les societats diverses. Mirades interdisciplinàries des de les ciències humanes i socials. Universitat Jaume I, Castelló (España). (2021). ISBN: 9788418432705

• A Dominant Language Constellations Case Study on Language Use and the Affective Domain

  Richard Mark Nightingale.

  Dominant Language Constellations. A New Perspective on Multilingualism. Springer, Cham (Suiza). (2020). ISBN: 9783030523350

• Teaching speech acts in a second language

  Alicia Martínez Flor, Ester Usó Juan.

  Developmental and Clinical Pragmatics. De Gruyter, Berlin (Alemania). (2020). ISBN: 9783110439717

• The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad Context

  Ester Ariadna Sánchez Hernández, Eva Alcón Soler.

  Investigating the Learning of Pragmatics across Ages and Contexts. Brill, Leiden (Paises Bajos). (2019). ISBN: 9789004407855

• Pragmatic Translanguaging: Multilingual Practice in Adolescent Online Discourse

  Richard Mark Nightingale, María del Pilar Safont Jordà.

  Investigating the Learning of Pragmatics across Ages and Contexts. Brill, Leiden (Paises Bajos). (2019). ISBN: 9789004407855

• Comprensión lectora en una segunda lengua: De la teoría e investigación a la práctica docente

  Ester Usó Juan.

  La lectura en lengua extranjera. Editorial Octaedro, Barcelona (España). (2019). ISBN: 9788417667597

• Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic Context

  Victoria Codina Espurz, Patricia Salazar Campillo.

  Investigating the Learning of Pragmatics across Ages and Contexts. Brill, Leiden (Paises Bajos). (2019). ISBN: 9789004407855

• Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL Classrooms

  Otilia Martí Arnándiz, Laura Portolés Falomir.

  Investigating the Learning of Pragmatics across Ages and Contexts. Brill, Leiden (Paises Bajos). (2019). ISBN: 9789004407855

• Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language Classrooms

  Sofía Martín Laguna.

  Investigating the Learning of Pragmatics across Ages and Contexts. Brill, Leiden (Paises Bajos). (2019). ISBN: 9789004407855

• Learning pragmatics in the multilingual classroom: Exploring multicompetence across types of discourse-pragmatic markers

  Sofía Martín Laguna.

  Learning second language pragmatics beyond traditional contexts. Peter Lang, Bern (Suiza). (2018). ISBN: 9783034334372

• Effects of task supported language teaching on learners’ use and knowledge of email request mitigators

  Eva Alcón Soler.

  Task-Based Approaches to Teaching and Assessing Pragmatics. John Benjamins, Amsterdam (Paises Bajos). (2018). ISBN: 9789027200914

• Politeness in first and follow-up emails to faculty: Openings and closings

  Patricia Salazar Campillo, Victoria Codina Espurz.

  Learning second language pragmatics beyond traditional contexts. Peter Lang, Bern (Suiza). (2018). ISBN: 9783034334372

• Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment

  María del Pilar Safont Jordà.

  Current Research in Bilingualism and Bilingual Education. Springer, Cham (Suiza). (2018). ISBN: 9783319923956

• English-medium instruction and functional adequacy in L2 writing

  Ana Herraiz Martinez, Eva Alcón Soler.

  Learning second language pragmatics beyond traditional contexts. Peter Lang, Bern (Suiza). (2018). ISBN: 9783034334372

• Assessing the impact of extramural media contact on the foreign-language pragmatic competence and awareness of English philology students in Spain

  Richard Mark Nightingale, Adrián Pla.

  Learning second language pragmatics beyond traditional contexts. Peter Lang, Bern (Suiza). (2018). ISBN: 9783034334372

Edició de monogràfics

• Retrat de l’educació multilingüe

  Laura Portolés Falomir, María del Pilar Safont Jordà.

  p> (2020). ISSN: 0214-8188

• CLIL and Multilingualism

  Laura Portolés Falomir, Otilia Martí Arnándiz.

  p> (2019). ISSN: 1916-4742

• Mixed method approaches in investigating pragmatic learning

  Eva Alcón Soler, María del Pilar Safont Jordà.

  p> (2018). ISSN: 0346-251X

Tesis dirigides

• The Role of Instruction, Language Proficiency and Motivation in Second Language Writing

  Autoria: Sánchez Muñoz, Gloria. Institució: Universitat Jaume I. Data lectura: 21/12/22

  Direcció: Salazar Campillo, Patricia

• Pragmatic Awareness and Engagement with Language from a Multilingual Perspective

  Autoria: Martínez Buffa, Ignacio. Institució: Universitat Jaume I. Data lectura: 16/12/22

  Direcció: Safont Jordà, María del Pilar

• Corrective feedback in the EFL classroom: Grammar Checker vs. teacher’s feedback

  Autoria: Hernández Puertas, Tamara. Institució: Universitat Jaume I. Data lectura: 18/02/22

  Direcció: Salazar Campillo, Patricia

• Instruction and attitudes in EFL: A focus on recognition and production of conventional expressions

  Autoria: Arrufat Marqués, María José. Institució: Universitat Jaume I. Data lectura: 29/07/19

  Direcció: Alcón Soler, Eva; Safont Jordà, María del Pilar

• Functional adequacy: The influence of English medium instruction, English proficiency, and previous language learning experiences

  Autoria: Herraiz Martinez, Ana. Institució: Universitat Jaume I. Data lectura: 17/12/18

  Direcció: Alcón Soler, Eva

• Formació especialitzada en didàctica de l’anglès dirigida al professorat de primària i secundària
• Cursos de formació (anglès específic) al personal de la universitat

• Els membres del grup pertanyen a les associacions següents: AEDEAN, AESLA, AILA, IAM
• Contactes amb universitats espanyoles (Múrcia, País Basc, Sevilla, Barcelona i València) i estrangeres (University of Illinois, Hawaii University, Nottingham University, Birmingham University, Birkbeck College i Inssbruck University)

Paraules clau

• Bilingüisme
• ensenyament de llengües
• anglès com a llengua estrangera
• anglès com a llengua addicional
• competència pragmàtica
• contextos educatius