Team

Board of the Institute for Multilingualism

Helena Roquet, director and head of the Third Languages Office on the Barcelona Campus
Mandy Deal, assistant director and head of the Third Languages Office on the Sant Cugat Campus
Esteve Valls, assistant director and head of the Catalan Office
Anna Navarro, academic officer 

Third Languages Office

Teaching staff

Martyn Baker
Júlia Barón
Monica Clua
Suzanne Córdova
Mandy Deal
Natalia Evnitskaya
Janine Knight
Noelia Navarro
Sílvia Perpiñán
Joan Ploettner
Helena Roquet
Wendi Smallwood
Doris Stanger
Jean Vilanova

Language specialists

Mhairi Bain
Andrew Rance

Catalan Office

Teaching staff
Esteve Valls

Language specialists
Laia Rosàs 
Bàrbara Serra
Anna Girmé 

Barcelona Campus

Helena Roquet

 

Dr Helena Roquet is the director of the Institute for Multilingualism at UIC Barcelona, where she is a lecturer of Foreign Language Acquisition at both graduate and postgraduate levels. She is also currently an adjunct lecturer in the Department of Translation and Language Sciences at the Universitat Pompeu Fabra (UPF), where she also teaches at both graduate and postgraduate levels. She completed her PhD in Second Language Acquisition at the UPF and defended her doctoral thesis, The Acquisition of English as a Foreign Language: Integrating Content and Language in Mainstream Education, in July 2011. Her PhD dissertation recently earned her an Extraordinary Doctorate Award. Helena is also a member of the consolidated research group ALLENCAM (Language Acquisition from Multilingual Catalonia) at the UPF and has participated in several research projects funded at national levels. Her main research interests lie within the fields of Second and Third Language Acquisition, bilingualism, CLIL (Content and Language Integrated Learning) and ICLHE (Integrating Content and Language in Higher Education).

  • Navarro, N., Roquet, H. (submitted). 'Linking or delinking of ideas? The use of adversative linking adverbials by advanced EFL learners', International Journal of Corpus Linguistics.

  • Artieda, G., Roquet, H., Nicolás, F. 2017. ‘The impact of age and exposure on English as a Foreign Language (EFL) achievement in two learning contexts: formal instruction (FI) and FI + content and language integrated learning (CLIL)’, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2017.1373059.

  • Roquet, H., Vraciu, A., Nicolás, F. (submitted). ‘The effects of English medium instruction (EMI) programmes in higher education: The case of morphosyntax in economics undergraduates’, International Review of Applied Linguistics in Language Teaching.

  • Roquet, H. & Pérez-Vidal, C. (2015). Do productive skills improve in content and language integrated learning (CLIL) contexts? The case of writing, Applied Linguistics. DOI: 10.1093/applin/amv050.

  • Pérez-Vidal, C. & Roquet, H. (2015). The linguistic impact of a CLIL Science programme: An analysis measuring relative gains. In M. P. García Mayo (ed.). Learning Language and Content Through Tasks: Exploring the Interfaces. System, 54: 80-89.

  • Roquet, H.; Llopis, J. & Pérez-Vidal, C. (2015). Does gender have an impact on the potential benefits learners may achieve in two contexts compared: FI and FI+CLIL? International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2014.992389.
     
  • Pérez-Vidal, C. & Roquet, H. (2014). CLIL in context: Profiling language abilities. In M. Juan-Garau & J. Salazar-Noguera (ed.). Content-Based Language Learning in Multilingual Educational Environments (pp. 237-254). Berlin: Springer.

  • Pérez-Vidal, C.; Escobar, C. & Roquet, H. (2013). Perspectives sobre l’aprenentatge de llengües i multilingüisme. Butlletí Informatiu del Col·legi de Doctors i Llicenciats en Filosofia i Lletres i en Ciències de Catalunya, 14: 4-5.
     
  • Pérez-Vidal, C. & Roquet, H. (2012). A Study of the Acquisition of English as a Foreign Language: Integrating Content and Language in Mainstream Education in Barcelona. In TRICLIL Proceedings. Universitat Autònoma de Barcelona.

  • Roquet, H. (2011). Integrating Content and Language in Mainstream Education in Barcelona. Saarbrücken, Holland: LAP Lambert Academic Publishing.

  • Roquet, H. (2011). A Study of the Acquisition of English as a Foreign Language: Integrating Content and Language in Mainstream Education in Barcelona. PhD thesis. Pompeu Fabra University. TDX Tesis en Xarxa. http://www.tesisenred.net/handle/10803/41560

  • Valls-Ferrer, M.; Roquet, H. & Pérez-Vidal, C. (2010). The Effect of Practice in Different Contexts of Language Acquisition: Contrasting FI, SA and CBLC. In Proceedings XXVII AESLA. Ciudad Real.

  • Roquet, H. & Pérez-Vidal, C. (2008). La lectura bilingüe: factor esencial para la adquisición de la competencia escrita en una tercera lengua. AESLA. Universidad de Murcia. http://www.um.es/lacell/aesla/contenido/pdf/1/roquet.pdf

  • Roquet, H. & Pérez-Vidal, C. (2007). Bilingual reading: An essential factor for the acquisition of written competence in a third language. In Proceedings Complexity, Fluency and Accuracy in Second Language Use, Learning and Teaching Congress. Brussels: Centre for Research on Language Learning and Teaching (ACQUILANG) in the University of Brussels (VUB).
Martyn Baker

 

Martyn Baker has been a teacher in the Institute for Multilingualism at UIC Barcelona since 1999, working in the faculties of Humanities, Communication Sciences, Economic and Social Sciences. He has also collaborated on outreach projects such as a publishing project with Santillana and the preparation of official English language exams. He has been teaching English since 1987, obtained the DELTA in 1992 and currently also teaches at the Universitat Pompeu Fabra (UPF) on Tecnocampus Mataró. He has also taught English Literature in the UNED (Terrassa), on intensive courses at the Escola Oficial d’Idiomes (EOI) for over 20 years and has experience as an examiner for the Cambridge FCE exam..

 

 
Suzanne Córdova

 

Suzanne Córdova has specialised in teaching English in the faculties of Economic and Social Sciences and Law at UIC Barcelona since 2010. She has also collaborated on outreach programs such as a translation project with Santillana and the proctoring of official English language exams. She has taught English for Specific Purposes for more than 17 years and has also worked as a freelance translator for 15 years. She teaches at the North American Institute and has taught online at the Open University of Catalonia (UOC). She has a postgraduate degree in Spanish-English translation in addition to experience in the engineering and manufacturing industries. 

 

 
Natalia Evnitskaya

 

Dr Natalia Evnitskaya is part of the Institute for Multilingualism at UIC Barcelona, where she teaches at both graduate and postgraduate levels, mainly in the fields of English for Specific Purposes, EFL and Content and Language Integrated Learning (CLIL). She has almost 10 years’ experience in teaching at university level. She holds a BA in English Studies (2003) from the University of Saint-Tikhon of Moscow and an MA (2008) and PhD (2012), both in Teaching Language and Literature, from the Universitat Autònoma de Barcelona (UAB). Recently, her PhD dissertation was recognised with an Extraordinary Doctorate Award. Between 2012 and 2016 she was a postdoctoral researcher at the Autonomous University of Madrid (UAM). Natalia is a member of the LED (Language and Education) Research Group (UAB) and the UAM-CLIL Research Group (UAM). She has participated in seven research projects funded at regional and national levels and collaborated in the organisation of a number of conferences on CLIL. Her main research interests are bilingualism, CLIL (Content and Language Integrated Learning), classroom interaction, multimodality, EFL / CLIL teacher education, conversation analysis and systemic functional linguistics.

  • Evnitskaya, N. (submitted). Facework and collaborative learning in primary school CLIL classrooms: A multimodal conversation analysis approach to peer interaction. In S. Kunitz, O. Sert & N. Markee (ed.). Classroom-based conversation analytic research – Theoretical and applied perspectives on pedagogy. Springer.

  • Evnitskaya, N. & Torras Vila, B. (forthcoming). Factores sociolingüísticos influyentes en la decisión de estudiar el Grado de Educación Primaria en Inglés (DUI). In C. Escobar Urmeneta (ed.). Formación inicial del profesorado de primaria e internacionalización en el contexto del Espacio Europeo de Educación Superior (EEES): Un estudio de caso. Madrid: Síntesis.

  • Morton, T. & Evnitskaya, N. (forthcoming). Language alternation in peer interaction in Content and Language Integrated Learning (CLIL). In A. Filipi & N. Markee (ed.). Capturing transitions in the second language classroom: A focus on language alternation practices. Amsterdam: John Benjamins.

  • Evnitskaya, N. & Berger, E. (2017). L2 learners’ multimodal displays of participation and interactional competence in the classroom. Classroom Discourse, 8 (1): 71-94.

  • Evnitskaya, N. & Jakonen, T. (2017). Multimodal Conversation Analysis and CLIL classroom practices. In A. Llinares & T. Morton (ed.). Applied Linguistics Perspectives on CLIL (pp. 201-220). Amsterdam: John Benjamins.

  • 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. Language Learning Journal 42(2): 165-180.

  • 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. In Arnau, J. (ed.). Reviving Catalan at School: Challenges and Instructional Approaches (pp. 158-182). Bristol: Multilingual Matters.

  • Evnitskaya, N. & Escobar Urmeneta, C. (2013). ‘What is harmful?’: La construcción interactiva de las explicaciones en un aula AICLE de ciencias. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, extra volume 2013: 1160-1164.

  • Evnitskaya, N. (2012). Talking science in a second language: The interactional co-construction of dialogic explanations in the CLIL science classroom. PhD Thesis. Universitat Autònoma de Barcelona. TDX Tesis en Xarxa.

  • Canet Pladevall, R. & Evnitskaya, N. (2011). Rethink, Rewrite, Remake or Learning to Teach Science Through English. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Patiño, A. (ed.). AICLE – CLIL – EMILE. Educació plurilingüe: Experiencias, research & polítiques (pp. 167-177). Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.

  • Escobar Urmeneta, C. & Evnitskaya, N. (2011). La corrección de ejercicios es una buena ocasión para aprender ciencias e inglés. True or false? Conversaciones de clase exitosas en contextos “AICLE”. In M. P. Núñez Delgado & J. Rienda (coord.). La investigación en didáctica de la lengua y la literatura: Situación actual y perspectivas de futuro. Proceedings of the XII SEDLL International Conference (pp. 2047-2060). Granada: Sociedad Española de Didáctica de la Lengua y la Literatura (SEDLL).

  • Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Patiño, A. (ed.) (2011). AICLE – CLIL – EMILE. Educació plurilingüe: Experiencias, research & polítiques. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.

  • Evnitskaya, N. (ed.) (2011). Special issue on CLIL/AICLE. Bellaterra Journal of Teaching & Learning Language & Literature (BJTLLL), 4/2: 1-106.

  • Evnitskaya, N. & Morton T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education, 25 (2): 109-127.

  • Evnitskaya, N. (2008). El contrato didáctico entre estudiantes: análisis del trabajo en parejas en el aula de Aprendizaje Integrado de Contenidos y Lengua (AICLE). In El valor de la diversidad [meta] lingüística. Proceedings of the VIII Congress on General Linguistics (25-28 June, 2008). Madrid: Universidad Autónoma de Madrid. CD-ROM format.

  • Evnitskaya, N. & Aceros, J.C. (2008). ‘We are a good team’: El contrato didáctico en parejas de aprendices de lengua extranjera. Revista Española de Lingüística Aplicada , 21: 45-70.
Janine Knight

Janine Knight is part of the Institute for Multilingualism at UIC Barcelona, where she is a teacher and teacher trainer working with students in the Faculty of Education. She has had over 20 years' experience in teaching and management within primary, secondary school, further and higher education sectors with respect to first and second language development (literacy and additional language learning). In previous roles she has been a head of department for literacy and language at a Further Education college, co-ordinated cross-institutional learning support and supervised internal inspections of the language provision for young people and adults in community centres and the prison sector. Currently, she is writing her doctoral thesis on developing spoken interaction skills online with the UOC and Universitat Autònoma de Barcelona (UAB). She is interested in Computer Assisted Language Learning (CALL), plurilingual approaches to learning and using a Content and Language Integrated Learning (CLIL) approach in university classes.

    • Knight, J., Barbera, E. & Appel, C. (en premsa). Learner Agency in Online Spoken Interaction tasks. ReCALL.
Sílvia Perpiñán

 

Dr Sílvia Perpiñán has been a research fellow at the Institute for Multilingualism at UIC Barcelona since 2018, where she works on second and third language acquisition, the maintenance of heritage languages, Catalan/Spanish bilingualism and other multilingualism contexts from a linguistics perspective. She earned an MA and PhD in Romance Linguistics and Second Language Acquisition from the University of Illinois, Urbana-Champaign in 2010, and in 2016 became an associate professor at the University of Western Ontario in Canada. She is a member of the consolidated research group ALLENCAM (Language Acquisition from Multilingual Catalonia) at the Pompeu Fabra University. Her main research interests are: the development and nature of non-native languages; syntactic and morphological theory applied to second language acquisition and bi/multilingualism; language change induced by language contact and second language development; the maintenance of heritage languages.

  • Perpiñán, S. (2018). On Convergence, Ongoing Language Change, and Crosslinguistic Influence in Direct Object Expression in Catalan-Spanish Bilingualism. Languages,3 (2): 14. https://doi.org/10.3390/languages3020014
  • Perpiñán, S., Heap, D., Moreno-Villamar, I. & Soto-Corominas, A. (ed.) (2017). Romance Languages and Linguistic Theory 11. Selected Papers from the 44th Linguistics Symposium on Romance Languages (LSRL), London, Ontario. Amsterdam: John Benjamins.
  • Perpiñán, S. (2017). Language Change at the Individual Level? A comment to ‘The relevance of first language attrition to theories of bilingual development’, by M. Schmid and B. Köpke. Linguistic Approaches to Bilingualism,7 (6): 750-753. doi 10.1075/lab.00018.per
  • Perpiñán, S. (2017). Catalan-Spanish Bilingualism Continuum: The Expression of Adverbial Clitics in Different Types of Early Bilinguals. Linguistic Approaches to Bilingualism, 7 (5): 477-513. doi.org/10.1075/lab.15004.per
  • Judy, T. & Perpiñán, S. (ed.) (2015). The Acquisition of Spanish in Understudied Language Pairings. Issues in Hispanic & Lusophone Linguistics. Amsterdam: John Benjamins.
  • Perpiñán, S. (2015). L2 Grammar and L2 Processing in the Acquisition of Spanish Prepositional Relative Clauses. Bilingualism: Language, and Cognition, 18 (4): 577-596. doi-org/10.1017/S1366728914000583.
  • Perpiñán, S. (2014). Locatives and existentials in L2 Spanish: the acquisition of the semantic contrasts between ser, estar and haber. Second Language Research, 30 (4): 485-514.
  • Perpiñán, S. (2011). Optionality in Bilingual Native Grammars. Language, Interaction and Acquisition, 2 (2): 312-341.
  • Montrul, S. & Perpiñán, S. (2011). Assessing differences and similarities between instructed heritage language learners and L2 learners in their knowledge of Spanish Tense-Aspect and Mood (TAM) Morphology. Heritage Language Journal, 8 (1): 90-133.
  • Montrul, S., Foote, R., & Perpiñán, S. (2008). Gender agreement in adult second language learners and Spanish heritage speakers: The effects of age and context of acquisition. Language Learning, 58 (3): 503-553.
Wendi Smallwood

 

Wendi Smallwood has been an English teacher in the Institute for Multilingualism at UIC Barcelona since 2012. She graduated as an English teacher from the University of Victoria (Canada), in 1995 and completed a master’s course in TESOL at Hanyang University (South Korea) in 2005. She has taught English as a second language, as a foreign language and for specific purposes internationally in Canada, Japan, South Korea and Spain. She has been an official IELTS examiner for both the writing and speaking sections and has also collaborated on outreach projects such as a publishing project with Santillana.

 

 
Doris Stanger

 

Doris Stanger has been a teacher in the Institute for Multilingualism at UIC Barcelona since 2009. She normally teaches in the faculties of Communication Sciences and Economic and Social Sciences. She has also collaborated on outreach projects such as a publishing project with Santillana and the preparation of official English language exams. She has over 20 years’ experience in teaching English as a foreign language and has taught in the North American Institute and online at the Open University of Catalonia (UOC). She is currently completing a Master’s Degree in E-Learning / ICT at the UOC.

 

 
Jean Vilanova

 

Jean Vilanova is co-founder of the Language Service, a department which has evolved into the Institute for Multilingualism at UIC Barcelona. She worked as director and subdirector of the Language Service for a number of years. She has also been a programme coordinator and carried out teaching and syllabus design tasks in the different degree programmes. Jean also spent time working at RMIT University in Melbourne, Australia, teaching on a series of English language programmes for international students, a foundation course for overseas students wishing to enrol in Australian universities and a government English language migrant programme. She currently teaches at degree and master’s level and is head of language services at UIC Barcelona.

 

 

Esteve Valls

 

Esteve Valls holds a PhD in Catalan Language and Literature from the University of Barcelona and is currently head of the Catalan Office and assistant director of the Institute for Multilingualism at UIC Barcelona. He is also an adjunct lecturer in the Department of Linguistic and Literary Education at the University of Barcelona, having previously worked in the Department of Catalan Language and Literature at this university and on the Barcelona Campus of the UNED. His main lines of research include language variation and change in dialectical varieties of Catalan and the impact of borders and regional language policies on the phonetic, phonological, morphological and lexical evolution of these varieties. He performs research as a member of the project Fenòmens d’interfície fonètica-fonologia-morfologia des de la perspectiva de la variació lingüística [Phonetics, phonology and morphology interface phenomena from the perspective of linguistic variation] and the consolidated research group Study Group on Variation (GEV). He was also awarded the 4th Joan Veny Research Grant from the Ramon Muntaner Institute for his project La incidència de l’efecte frontera en l’autonomització de la llengua a la cruïlla catalanoaragonesa [The impact of the border effect on the autonomisation of the language at the border between Catalonia and Aragon] and has received other distinctions such as the Francesc de Borja Moll Dialectology Award from the Institute for Catalan Studies.

    • Wieling, M., Valls, E., Baayen, H. & Nerbonne, J. (forthcoming). Border effects among Catalan dialects. In D. Speelman, K. Heylen & D. Geeraerts (ed.). Mixed Effects Regression Models in Linguistics. Berlín: Springer.
    • Valls, E. (2017). Cap a on va el català de la Franja? Alguns exemples de canvi lingüístic en curs. In J. Giralt & M. T. Moret (ed.). El repte d’investigar sobre la Franja d’Aragó. Saragossa: Prensas de la Universidad de Zaragoza.
    • Valls, E. (2017). Morphology changes faster than phonology. In G. Bouma, G. Van Noord & M. Wieling (ed.). From Semantics to Dialectometry. Festschrift in honor of John Nerbonne. Londres: College Publications, 32: 117-127.
    • Valls, E., Wieling, M. & Nerbonne, J. (2013). Linguistic advergence and divergence in north-western Catalan: A dialectometric investigation of dialect leveling and border effects. Literary and Linguistic Computing, 28 (1).
    • Valls, E. (2013). Direccionalitat, ritme, abast i naturalesa del canvi lingüístic en català nord-occidental. De l’anàlisi dialectomètrica a la reflexió sociolingüística. PhD thesis. Universitat de Barcelona. TDX Tesis en Xarxa.
Anna Girmé

 

Anna Girmé Soler holds a degree in Catalan Language and Literature and a Postgraduate Degree in Language Consultancy and Editorial Services from the University of Barcelona. She has worked both in cultural affairs and language consulting and text editing for publishing companies and media. She joined the Catalan Unit as a Catalan and Spanish language specialist in 2017.

 

 

 

 
Laia Rosàs Redondo

 

Laia Rosàs Redondo holds an undergraduate degree and PhD in Catalan Language and Literature from the University of Barcelona. She has worked as a language consultant and has taught Catalan to adults (Consorci per a la Normalització Lingüística, CIEE Barcelona Study Center, University of Barcelona). She also has experience in sociocultural promotion and as a Spanish teacher in Portland, Oregon (USA). Her collaboration with UIC Barcelona began in 2011, and since 2016 she has worked as a language specialist at the Catalan Office of the Institute for Multilingualism, where she is involved in teaching and sociocultural and linguistic promotion activities.

 

 
Bàrbara Serra Viñals

 

Bàrbara Serra Viñals holds a degree in Catalan Language and Literature and a Master’s degree in Language Consultancy, Editorial Services and Multilingual Management from the University of Barcelona. She has worked on the second edition of the Diccionari de l’Institut d’Estudis Catalans and took part in the Diccionari del Català Contemporani project at Institut d’Estudis Catalans (from 2000 to 2006). She has also taught Catalan and Spanish as a foreign language in England and the United States, from 2006 to 2009). She has been working as a Catalan and Spanish language specialist at the Catalan Office since 2011.

 

 
Mhairi Fiona Bain

 

Mhairi Fiona Bain holds a Master’s degree in Translation Theory and Intercultural Studies from the Universitat Autònoma de Barcelona (Spain), a Postgraduate degree in Conference Interpreting and Translating from Heriot-Watt University (UK) and an undergraduate degree in Hispanic Studies from the University of Aberdeen (UK). She is one of the authors of the Interuniversity Style Guide for Writing Institutional Texts in English [Manual d’estil interuniversitari per a la redacció de textos institucionals en anglès] written within the Catalan university context for the Xarxa Vives d’Universitats. She is currently participating in two interuniversity Xarxa Vives projects. Since 2013 she has been actively involved in Mediterranean Editors and Translators (MET), a professional association for translators working mainly into English from Mediterranean languages (as secretary of the association from 2014 to 2016). She has been working at UIC Barcelona as an English language specialist since February 2011.

Andrew James Rance

Andrew James Rance holds a Bachelor’s Degree in Anthropology, with minors in Spanish and Latin American Studies, from Miami University (Oxford, Ohio, USA) and a Master’s Degree in Applied Translation Studies from Leeds University (UK). Before joining UIC Barcelona as an English language specialist in 2015, he worked for 7 years as a freelance translator and interpreter in a broad range of subject matters and text types and for clients that include museums, academic publishers and magazines. At UIC Barcelona, in addition to translation and revision duties, he is also involved in sociocultural and linguistic promotion and helps organise language courses for the Institute for Multilingualism.

 

 
Anna Navarro Cañet

 

Anna Navarro Cañet holds an undergraduate degree in Law from the University of Girona, a postgraduate degree in Legal Translation from the Universitat Autònoma de Barcelona (UAB) and a diploma in International Relations and European Integration (UAB). She has been a member of the team since 2009 and academic officer at the Institute for Multilingualism since its creation in 2015.

 

 

 
Sant Cugat Campus

Júlia Barón

 

Dr Júlia Barón is a member of the Institute for Multilingualism at UIC Barcelona, where she currently teaches English for Specific Purposes on the Sant Cugat Healthcare Campus. Dr Barón holds a Bachelor's Degree in English Studies (2004) and a PhD in Applied Linguistics (2009). She received a research grant in 2005 to develop her PhD studies as part of the GRAL Research Group (Language Acquisition Research Group). Dr Barón has been teaching in a university context and has been a full member of the GRAL team since 2009. She has been involved in different national research projects and is also a coordinator of the teaching innovation group GIDAdEnA (UB). Dr Barón has also participated in the organisation of international seminars and conferences on Multimodal Input (2016) and Task-Based Language Teaching (2017). Her main research interests lie within the acquisition of English as a Foreign Language, more specifically in the acquisition of target language pragmatics, as well as how different teaching methodologies affect the instruction of English as a foreign language. She is currently carrying out research on the effects of subtitled audiovisual material on the acquisition of pragmatics, and on the effects of Task-Based Language Teaching on the acquisition of pragmatics and communicative strategies.

  • Ament, J.R., Barón, J., & Pérez-Vidal, C. (December 2018). A focus on the development of the use of interpersonal pragmatic markers and pragmatic awareness among English-medium instruction learners. In Sánchez-Hermandez, Adriana & Herraiz, Anna (Eds.) Learning second language pragmatics beyond traditional contexts. Peter Lang Linguistic Insights.
    • Ament, J. R., Pérez-Vidal, C. & Barón, J. (December 2018). The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Pragmatics, 28(4), (pp.-).
    • Barón, J., & Ortega, M. (2018). Investigating age differences in e-mail pragmatic performance. System, 78, 148-158.
    • Ament, J. R., & Barón, J. (2018). The acquisition of pragmatic markers in the English-medium instruction context. In Pérez-Vidal, Lopéz-Serano, Ament & Thomas-Wilhelm (Eds). Learning effects: study abroad, formal instruction and international immersion classrooms. Eurosla Study Series, 5. Amsterdam: The European Second Language Association. 1(1), 44-74.
    • Gilabert, R., & Barón, J. (2018). Independently measuring cognitive complexity in task design for interlanguage pragmatics development. In N. Taguchi & Y. Kim (Eds.), Task-Based Approaches to Teaching and Assessing Pragmatics (pp. 160-190). Amsterdam: John Benjamins.
    • Barón, J. & Gómez, R. (2017). “I’m afraid I can’t agree with you”: Teaching Pragmatics in English-as-a-Foreign-Language Contexts. APAC ELT Journal.
    • Barón, J. (2015). “Can I make a party, mum?” The development of requests from childhood to adolescence. ATLANTIS, 37 (1): 179-198.
    • Celaya, M. L. & Barón, J. (2015). The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics (EJUAL), 3 (2): 181-203.
    • Gilabert, R. & Barón, J. (2013). “The impact of increasing task complexity on L2 pragmatic moves”. Dins Mcdonough, K. & Mackey, A. (ed.). Second Language Interaction in Diverse Educational Contexts (p. 45-70). Amsterdam: John Benjamins.
    • Barón, J. (2013). “John R. Searle”. In Chapelle, C. A. (ed.). The Encyclopedia of Applied Linguistics. Oxford, Regne Unit: Wiley-Blackwell.
    • Barón, J. (2013). “Please, please, please. Trying to be polite in an EFL context”. Dins Fernández-Amaya, L. et al. (ed.). New Perspectives on (im)politeness and interpersonal communication. Cambridge Scholars Publishing.
    • Gilabert, R., Barón, J. & Levkina, M. (2011). “Manipulating task complexity across task types and modes”. Dins Robinson, P. (ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of language learning and performance (p. 105-138). Amsterdam: John Benjamins.
    • Barón, J. & Celaya, M. L. (2010). “Developing pragmatic fluency in an EFL context”. Eurosla Yearbook, 10: 38-61.
    • Gilabert, R., Barón, J., & Llanes, A. (2009). Manipulating cognitive complexity across task types and impact on learners’ interactional feedback during oral performance. International Review of Applied Linguistics (IRAL), 49: 367-395.
    • Barón, J. (2009). Pragmatic development in an EFL context. Tesi doctoral. Universitat de Barcelona.
Monica Clua

 

Monica Clua joined UIC Barcelona in 2011 as a full-time teacher with the Institute for Multilingualism and is based exclusively at the Sant Cugat Campus. Her teaching includes discourse analysis and professional communication in research in the Medicine, Nursing, Physiotherapy and Dentistry undergraduate programmes. She is a graduate in health sciences and began a Bachelor's of Science Degree with The Open University UK in 2009, until her interests turned to Content and Language Integrated Learning in Higher Education (ICHLE), in which she combines her knowledge and experience as a health professional and language specialist. She recently completed her Master’s Degree in Education Research in Language and Literature at the Universitat Autónoma de Barcelona (UAB) with a thesis that explored embodied multimodality as a meaning-making system in the context of English as an academic lingua franca. She has recently started her PhD, which will build on her MA dissertation to further explore notions of meaning construction through embodied semiotic resources in the context of a multilingual university setting.

    • Clua, M. (2017). Classroom interactional competence in English-mediated instruction through the deployment of multimodal resources. Master’s Dissertation. Universitat Autònoma de Barcelona.
    • Clua, M. (in preparation) More than words: Embodied multimodality in English-Medium Instruction.
Mandy Deal

 

Dr Mandy Deal is assistant director of the Institute for Multilingualism at UIC Barcelona and head of the Third Languages Unit on the Sant Cugat Campus. She has taught in the area of multilingual higher education since 1989 and is a specialist in Content and Language Integrated Learning in Higher Education (ICLHE). She joined UIC Barcelona in 1999 and has developed and taught ICLHE-based courses mainly on the health sciences campus. During this time she has collaborated with other departments on interdisciplinary projects. Dr Deal holds an undergraduate degree in French and German, a Master’s Degree in Applied Linguistics and a PhD in Teaching in Language and Literature. Her current research focus is in student-to-student collaborative learning in a multilingual higher education setting. She is a member of the Research Group on Plurilingual Interaction and Teaching (GREIP). Her recent projects have included a research stay at the University of Neuchâtel in Switzerland and also active participation in the interuniversity collaboration to develop the Examen de Capacitació per a la Docència en Anglès per al personal acadèmic de les universitats catalanes (the Qualification Exam for Teaching in English for Faculty of Catalan Universities).

    • Deal, M. (2016) Student Interaction during Group Work in a Multilingual University Setting: Suggestions, Epistemic Orientations and Scaffolding Behaviours. Tesi doctoral. Universitat Autònoma de Barcelona.
    • Moore, E., Ploettner, J., Deal, M. (2015). Exploring Professional Collaboration at the boundary between content and Language Teaching from a CHAT Approach. Ibérica, 30: 85-104.
    • Deal, M. (2014). Ressenya del llibre The Handbook of Conversation Analysis, de J. Sidnell & T. Stivers (ed.). Bellaterra Journal of Teaching & Learning Language & Literature, 7(3): 65-70.
Joan Ploettner

 

Joan Ploettner is a full-time professor in the Institute of Multilingualism at UIC Barcelona. She works exclusively on the health sciences campus and has taught Scientific English in research design courses in the faculties of Nursing, Physical Therapy, Medicine and Dentistry at both degree and master’s level. Her background in health sciences includes a Bachelor’s Degree in Biology from the University of California at Berkeley, a Physician Assistant Degree from Stanford University and a Degree in Physical Therapy from the Universitat Autònoma de Barcelona (UAB). She worked as a physician assistant in primary care in a semi-rural population in Southern California and as a physical therapist in various settings. Her last position as a physical therapist involved working with severely motor-disabled children in a special education programme. She has worked in the language department at UIC Barcelona for 8 years. Her background in language education includes 10 years’ experience teaching English as an additional language. She holds a Master’s Degree in Education Research in teaching of language and literature and is currently completing a PhD in the Department of Education at the UAB. Her current research interests are in English Mediated Instruction in tertiary education, with a focus on the process of interprofessional collaboration in the preparation of non-native university professors for teaching content in English. Her previous research explores the application of genre analysis and the use of peer and self-evaluation for learning purposes in Content and Language Integrated Learning in tertiary education.

    • Ploettner, J. (2015). Learning opportunities through a student generated assessment tool. Bellaterra Journal of Teaching & Learning Language & Literature, 8(4), 62-81. DOI: http://dx.doi.org/10.5565/rev/jtl3.628
    • Moore, E., Ploettner, J. & Deal, M. (2015). Exploring Professional Collaboration at the boundary between content and Language Teaching from a CHAT Approach. Ibérica, 30: 85-104.
    • Ploettner, J. (2012). Ressenya del llibre A beginner's guide to doing your education research project, de Mike Lambert (2012). Bellaterra Journal of Teaching & Learning Language & Literature, 5(4), 75-79.
Noelia Navarro

 

Noelia Navarro is currently pursuing her PhD in Corpus Linguistics in the Department of English Language and Linguistics at the Complutense University of Madrid (UCM); her PhD thesis is co-supervised by Dr Helena Roquet Pugès (Universitat Pompeu Fabra, UPF, and UIC Barcelona). Her research explores the effect of CLIL methodology on English Foreign Language (EFL) learners’ written discourse through a contrastive interlanguage approach and corpus analysis. Before starting her PhD studies, she obtained an undergraduate degree in English Language and Linguistics from UCM and a Master’s Degree in Teaching English as a Foreign/Second Language from the UPF. She has a Master’s Degree in Professional Communication from the INSA Business School (Barcelona). She currently works in the Institute for Multilingualism at UIC Barcelona, where she is a part-time lecturer of Professional Communication. In the past, she taught academic writing to undergraduate students at Maastricht University (UM), CLIL to secondary school teachers at the International University of La Rioja (UNIR) and English as a foreign language at secondary school and university level in Spain. Her main areas of interest are CLIL, Discourse Analysis (especially Academic Writing) and Computer Learner Corpora.