Publicaciones en colaboración con investigadoras/es de Universidad de Cantabria (22)

2024

  1. A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings

    Languages, Vol. 9, Núm. 9

  2. The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction

    Language Teaching Research, Vol. 28, Núm. 3, pp. 1087-1105

2023

  1. Collaborative writing and patterns of interaction in young learners: The interplay between pair dynamics and pairing method in LRE production

    VIAL, Vigo international journal of applied linguistics, Núm. 20, pp. 49-76

  2. Pronunciation and intelligibility in English-medium instruction (EMI): Lecturers' views and skills

    English Pronunciation Teaching: Theory, Practice and Research Findings (Channel View Publications), pp. 151-167

2022

  1. Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language

    Languages, Vol. 7, Núm. 4

  2. Task-modality effects on young learners’ language-related episodes in collaborative dialogue

    Revista española de lingüística aplicada, Vol. 35, Núm. 2, pp. 480-512

2021

  1. Language-related episodes by young CLIL learners A review of task modality effects

    Language Teaching for Young Learners, Vol. 3, Núm. 2, pp. 214-245

  2. Pronunciation in EMI: A preliminary study of Spanish university students' intelligibility and comprehensibility

    Language Use in English-Medium Instruction at University: International Perspectives on Teacher Practice (Taylor and Francis), pp. 126-144

  3. Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing

    Language Teaching Research

2020

  1. Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL

    IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 58, Núm. 4, pp. 419-442

  2. Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

    Journal of English Studies, Núm. 18, pp. 253-277

  3. Language-related episodes and pair dynamics in primary school clil learners: A comparison between proficiency-matched and student-selected pairs

    Studies in Second Language Learning and Teaching, Vol. 10, Núm. 3, pp. 423-447

  4. Target language proficiency and reported use of compensatory strategies by young CLIL learners

    International Journal of Applied Linguistics (United Kingdom), Vol. 30, Núm. 1, pp. 3-18

2019

  1. Cross-linguistic influence: From empirical evidence to classroom practice

    Second Language Learning and Teaching (Springer Verlag), pp. 1-261

  2. Introduction

    Second Language Learning and Teaching

  3. Introduction: L1 use in content-based and CLIL settings

    International Journal of Bilingual Education and Bilingualism, Vol. 22, Núm. 1, pp. 1-4

  4. On self-reported use of communication strategies by CLIL learners in primary education

    Language Teaching Research, Vol. 23, Núm. 1, pp. 39-57

2017

  1. Oral production outcomes in CLIL: An attempt to manage amount of exposure

    European Journal of Applied Linguistics, Vol. 5, Núm. 1, pp. 31-54

  2. The effects of language typology on L2 lexical availability and spelling accuracy

    IJES: international journal of English studies, Vol. 17, Núm. 2, pp. 63-79

2015

  1. The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non-native judges

    ITL International Journal of Applied Linguistics, Vol. 166, Núm. 2, pp. 202-224