Publications
2024
Chimeva, Y. & Trenchs-Parera, M. (2024) "Different interlocutors, different EFL interactional strategies: A case study of intercultural collaborative projects in secondary classrooms." (OPEN ACCESS). ReCALL, Volume 36, Issue 1, January 2024, pp. 104 - 118. doi:10.1017/S0958344023000228
Llompart, M., & Dąbrowska, E. (2024). Explicit instruction improves the comprehension of Spanish object relatives by young monolingual children. Language and Cognition, 1–21. doi:10.1017/langcog.2023.69
Patiño-Santos, A., Trenchs-Parera, M. & Pastena, A. (2024, in press). "Becoming ‘global’ in higher education: positioning and agency in young people’s language biographies".
2023
Casani, E. (in press). Literacy in Monolinguals and Bilinguals: Acquisition and Preliteracy Intervention in Italian. Berlin, DE: De Gruyter Mouton. ISBN: 9783110785579.
Dąbrowska, E., Pascual, E., Macías-Gómez-Estern, B., & Llompart, M. (2023). Literacy-related differences in morphological knowledge: A nonce-word study. Frontiers in Psychology, 14, 1136337.
Judy, T., Puig-Mayenco, E., Chaouch-Orozco, A., Martín-Villena, F., & Miller, D. (2023). Testing the Competing Systems Hypothesis: Further evidence from aspect in instructed tutored L2 Spanish. Second Language Research, 39(4), 1165-1189. doi: 10.1177/02676583221123954
Kenanidis, P., Dąbrowska, E., Llompart, M., & Pili-Moss, D. (2023). Can adults learn L2 grammar after prolonged exposure under incidental conditions?. PLoS One, 18(7), e0288989. doi: 10.17605/OSF.IO/3JY52
Laméris, T. J., Llompart, M., & Post, B. (2023). Non-native tone categorization and word learning across a spectrum of L1 tonal statuses. Bilingualism: Language and Cognition, 1–15. doi:10.1017/S1366728923000871
Leivada, E., Rodríguez-Ordóñez, I., Parafita-Couto, MC., & Perpiñán, S. (2023). Bilingualism with Minority Languages: Why Searching for Unicorn Language Users does not Move us Forward. Applied Psycholinguistics. Published online by Cambridge University Press: 13 February 2023. doi: 10.1017/S0142716423000036
Llompart, M., Rocca, B. & Darcy, I. (2023). Is the effect of L2 vocabulary size on lexical encoding modulated by L1-L2 similarity? In: R. Skarnitzl & J. Volín (Eds.), Proceedings of the 20th International Congress of Phonetic Sciences (pp. 2447–2451). Guarant International.
Llompart, M. (2023). On the effects of task focus and processing level on the perception–production link in second-language speech learning. Studies in Second Language Acquisition, 1–13. doi:10.1017/S0272263123000414
Llompart, M., & Dąbrowska, E. (2023). “Foreign” language aptitude predicts individual differences in native grammatical proficiency. Linguistics, 61(5), 1165–1193. https://doi.org/10.1515/ling-2022-0009
Pérez-Vidal, C. & Sanz, C. (eds.) (2023) Methods in Study Abroad Research: Past, present, and future. Amsterdam: John Benjamins.
Puig-Mayenco, E., Chaouch-Orozco, A., Liu, H., & Martín-Villena, F. (2023). The LexTALE as a measure of L2 global proficiency: A cautionary tale based on a partial replication of Lemhöfer and Broersma (2012). Linguistic Approaches to Bilingualism, 13(3), 299-314. https://www.jbe-platform.com/content/journals/10.1075/lab.22048.pui
Vorobyeva, T., Bel, A., & Voeikova, M. (2023) Grammatical gender agreement in production: The case of heritage Russian, International Journal of Bilingualism, First published online February 22, 2023 https://doi.org/10.1177/136700692311553
2022
Awad, H. & Trenchs-Parera. M. (2022) Intercultural education in understudied contexts: lessons learned to rethink the conceptualization and assessment of intercultural competence. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2139832
de Rocafiguera, N., & Bel, A. (2022) On the impact of clause order on pronoun resolution: Evidence from Spanish, Folia Linguistica, 56 (1), 1-24.
Perpiñán, S. & Cardinaletti, A. (2022). Null-Prep as a systematic interlanguage phenomenon: Evidence from relative clauses, interrogatives, and sluicing constructions. Second Language Research. OnlineFirst. https://doi.org/10.1177/0267658322113219
Zaytseva, V., Miralpeix, I. & Pérez-Vidal, C. (2022) ESL Written development at home and abroad: taking a closer look at vocabulary. International Journal of Bilingual Education and Bilingualism 25 (1), 210-225.
2021
Pérez-Vidal C., & Lasagabaster, D. (2021) Writing in CLIL. In R. Manchón & Ch. Polio (Eds.) The Routledge Handbook of Writing. London: Routledge.
Pérez-Vidal, C., & Llanes, A. (2021) Study Abroad in European Perspective. In Mitchell, R. y Hynes, F. (Eds.) Language and mobility: Study Abroad in the contemporary European context. London: Routledge.
Perpiñán, S. & Soto-Corominas, A. (2021) Indirect structural crosslinguistic influence in early Catalan–Spanish bilinguals in adulthood: Predicate selection in Catalan existential constructions, Applied Psycholinguistics, 42, 1463–1502.
Trenchs-Parera, M. (2021). "De vivències i ambivalències amb relació al gènere i les llengües". In: C. Junyent (ed.), Som dones, som lingüistes, som moltes i diem prou. Barcelona: Viena Edicions. (187-189).
Trenchs-Parera, M. (2021). "Quatre snapshots lingüístiques a la universitat". In: C. Junyent (coord.), El català, la llengua efervescent. 77 visions sobre el terreny. Barcelona: Viena Edicions. (167-168).
Trenchs-Parera, M. & Pastena, A. (2021) Exploring transcultural competence in the internationalised university classroom: The role of intercultural friendships and plurilingualism in the construction of a transcultural identity. Journal of Multilingualism and Multicultural Development. (Published online January 2021).
Vorobyeva, T. & Bel, A. (2021) Factors affecting language proficiency in heritage language: the case of young Russian heritage speakers in Spain. Journal of Language Contact, 14, 303-329.
2020
Ament, J., J. Barón-Parés, & C. Pérez-Vidal. (2020) Exploring the relationship between motivations, emotions and pragmatic marker use in English-medium instruction contexts. Journal of Language Learning in Higher Education, 10(2):469-489.
Barón, J., Roquet, H., Evnitskaya, N., Navarro, N. (2020). Pragmatics in teacher talk: The case of pre-primary education. English Language Teaching. Canadian Center of Science and Education, 13 (8): 168-177.
Marshall, C., Bel, A., Gulamani, S., Morgan, G. (2020) How are signed languages learned as second languages? Language and Linguistic Compass. First published online: 4 December 2020.
Navarro, N., Roquet, H. (2020). Linking or delinking of ideas? The use of adversative linking adverbials by advanced EFL learners. Revista Española de Lingüística Aplicada, RESLA, 33 (2): 509-539.
Roquet, H., Vraciu, A., Nicolás, F., Pérez-Vidal, C. (2020 online). Adjunct instruction in higher education: Examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism.
Sagarra, N., Bel, A., Sánchez, L. (2020) Chapter 7. Animacy hierarchy effects on L2 processing of Differential Object Marking. The Acquisition of Differential Object Marking, Edited by Alexandru Mardale and Silvina Montrul. John Benjamins, 183–206.
Zaytseva, V. , Miralpeix, I., & Pérez-Vidal, C. (2020). ‘When in one’s new country’: examining native-like selections in English at home and abroad (pp. 211-233). In M. Howard (Ed.), Study abroad and the second language learner: Expectations, experiences and development. Bloomsbury Press.
2019
Ament J, Barón-Páres J, & Pérez-Vidal C. (2019). «On the use of textual pragmatic markers: a comparison between native speakers and English-medium instruction learners». Special edition: Pragmatic Markers and their Functions: Applied Perspectives, The Journal of Pragmatics (In press Available on line Oct 2019)
García-Alcaraz, E & Bel, A. (2019) Does empirical data from bilingual and native Spanish corpora meet linguistic theory? The role of discourse context in variation of subject Expression, Applied Linguistics Review, 10(4): 491–515.
Llinás-Grau, M. & Bel. A. (2019) On the Acceptance of the Null That by Bilingual Catalan/Spanish L2 Learners of English. Languages. DOI:10.3390/languages 4020030.
Sagarra, N., Sánchez, L., Bel, A. (2019). Processing DOM in relative clauses: saliency and optionality in early and late learners. Linguistic Approaches to Bilingualism. 9(1):120–160.
Trenchs-Parera, M. (2019). Higher education language policies at the crossroads of glocal challenges: Rethinking multilingualism, internationalization and public service in Catalonia. In: Marqués Pascual, L. & Cortijo, A. (eds.), Second and Third Language Acquisition in Monolingual and Bilingual Contexts. Delaware: Juan de la Cuesta.
Trenchs Parera, M.; Newman, M.; Corona, V. (2919). Down the sociolinguistic rabbit hole: The complexities and contradictions of Spanish in Barcelona. Lynch, Andrew (ed.). The Routledge Handbook of Spanish in the Global City. 1 ed. Routledge; p. 357-386.
Zaytseva, V., Miralpeix, I. & Pérez-Vidal, C. (2019) Because words matter: Investigating vocabulary development across contexts and modalities. Language Teaching Research.
2018
Ament, J, Pérez-Vidal & Baron, J. (2018). The effects of English-medium instruction on the use of textual and interpersonal pragmatic markers. Pragmatics 28(4):517-546.
Bel, A. & García-Alcaraz, E. (2018).Pronoun interpretation and processing in Catalan and Spanish bilingual and monolingual speakers. In: A. Cuza & P. Guijarro-Fuentes (eds) Language Acquisition and Contact in the Iberian Peninsula. Mouton de Gruyter. DOI: 10.1515/9781501509988-003.
Pérez-Vidal, C. López, S., Thomas-Wilhelm, D. & Ament, J. (eds.) (2018). Learning context effects: Study abroad, formal instruction and international immersion classrooms. Language Science Press: Series EUROSLA Studies. http://langsci-press.org/catalog/book/180
Pérez-Vidal, C. & Shiveley, R. (2018). L2 Pragmatic development in Study Abroad settings. In N. Taguchi, (ed.). The Routledge Handbook of Pragmatics (Chapter 24). NewYork/London: Routledge, Taylor and Francis Group.
Pogorelova, I. & Trenchs-Parera, M. (2018). An exploration of life experiences during Study Abroad: A case study of bilingual students and their process of intercultural adaptation. In:C. Pérez-Vidal, S. López-Serrano, J. Ament & D.J. Thomas-Wilhem (eds.), Learning Context Effects: Study Abroad, Formal Instruction and International Immersion Classrooms. Berlín: Language Science Press. 255-282.
2017
Artieda, G., Roquet, H., Nicolás-Conesa, F. (2017) The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism · September. DOI: 10.1080/13670050.2017.1373059
Comínguez, J.P., Sagarra, N., Bel, A., García-Alcaraz, E. (2017) The processing of intrasentential anaphoric subject pronouns in L2 Spanish. In Romance Languages and Linguistic Theory 11. Selected papers from the 44th Linguistic Symposium on Romance Languages (LSRL), S.Perpiñan et al (eds.) John Benjamins, 247-264.
Liceras, J. M., Fernández-Fuertes, R. (2017). Subject omission/production in child bilingual English and child bilingual Spanish: The view from linguistic theory. Probus. DOI: https://doi.org/10.1515/probus-2016-0012.
López-Deflor, E., Juan-Garau, M. (2017) Going glocal: The impact of CLIL on English Language Learners’ multilingual Identities and Attitudes in the Balearic Islands. European Journal of Applied Linguistics 5:1, 5-30.
Pérez-Vidal, C. (2017) Study Abroad and ISLA. The Routledge Handbook of Instructed Second Language Acquisition, Ed. by Shawn Loewen, Masatoshi Sato, Routledge, New York, 339-360.
Sanz, C., Lado, B. (2017) Laboratory studies on multilingual cognition and further language development. Language Teaching 50(1): 65-79.
Zaytseva, V., Miralpeix, I., Pérez-Vidal, C. (2017). Vocabulary acquisition during Study Abroad: A comprehensive review of the research and some methodological considerations. In Sanz, C. Handbook of Study Abroad. Routledge Publishers.
2016
Bel, A., Sagarra, N., Comínguez, J. P., García-Alcaraz, E. (2016). Transfer and proficiency effects in L2 processing of subject anaphora. Lingua 184, 134-159.
Bel, A., Albert, M. (2016). The Development of Referential Choice in Spanish Narratives Among School-Age Children and Adolescents,. Dins M. Aparici, J. Perera, E. Rosado, N. Salas (eds.). Written and Spoken Language Development across the Lifespan. Springer International Publishing, 251-269.
Bel, A., García-Alcaraz E., Rosado, E. (2016). Reference comprehension and production in bilingual Spanish: the view from null subject languages. A. Alba de la Fuente, E. Valenzuela, C. Martínez-Sanz (eds.). Language Acquisition Beyond Parameters. Studies in honour of Juana M. Liceras, John Benjamins, 37-70.
Guijarro-Fuentes, P., Juan-Garau, M., Larrañaga, P. (eds.) (2016) Acquisition of Romance Languages. Old Acquisition Challenges and New Explanations from a Generative Perspective. Studies on Language Acquisition [SOLA] 52. De Gruyter Mouton.
Pérez-Vidal, C., Lorenzo, N. & Trenchs, M. (2016). Les llengües en l’educació: el plurilingüisme i la internacionalització. In: J.M. Vilalta (coord.), Reptes de l'educació a Catalunya. Anuari 2015. Barcelona: Fundació Jaume Bofill. 139-197.
Roquet, H., Llopis, J., Pérez-Vidal, C. (2016). 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, 19,4, 370-386.
Liceras, J. M. (2016). Linguistic theory and the Synthesis Model: Beyond feature matching restrictions. Linguistic Approaches to Bilingualism 6 (6): 772-777.
2015
Bel , A., García-Alcaraz, E. (2015). Subject pronouns in the L2 Spanish of Moroccan Arabic speakers: evidence from bilingual and second language learners. The Acquisition of Spanish in Understudied Language Pairings, Publisher: John Benjamins, Editors: Tiffany Judy, Silvia Perpiñán, 201–232
Bel, A., Ortells, M., Morgan, G. (2015). Reference control in the narratives of adult sign language learners. International Journal of Bilingualism, 19/5, 608-624.
Cocks, N., Dipper, L., Middleton, R. & Morgan, G. (2015). The impact of aphasia on gesture production: A case of conduction aphasia. International Journal of Language and Communication Disorders.
Juan-Garau, M., & Jacob, K. (2015). Developing English learners’ transcultural skills through content- and task-based lessons. System 54, 55-68.
Juan-Garau, M., & Salazar-Noguera, J. (Eds.). (2015). Content-based Language Learning in Multilingual Educational Environments. Heidelberg: Springer. [Juan-Garau coautora de 5 capítulos; 2 reseñas: M.P. García Mayo, Applied Linguistics 37(1), 2016; y Ruth Breeze, Estudios sobre Educación 31, 2016]
Newman, M., Trenchs-Parera, M. (2015). Language Policies, Ideologies, and Attitudes in Catalonia. Part 1: Reversing Language Shift in the Twentieth Century Language Policies, Ideologies, and Attitudes, Part 2: International Immigration, Globalization and the Future of Catalan. Language and Linguistics Compass (7,9, 285-294) & Language and Linguistics Compass 9 (12), 491–501.
Pérez-Vidal, C. (2015). Practice makes best: Contrasting learning contexts, comparing learner progress. International Journal of Multilingualism, 12,4:453-470.
Pérez-Vidal, C., Roquet, H. (2015).The linguistic impact of a CLIL Science programme: An analysis measuring relative gains. System 54: 80-89.
Roquet, H., Pérez-Vidal, C. (2015). Do productive skills improve in content and language integrated learning (CLIL) contexts? The case of writing. Applied Linguistics 31: 182–204.
Tarrés, M. & Bel, A. (2015). L'adquisició del català en un context d'immersió: morfosintaxi i pragmàtica dels pronoms clítics.Zeitschrift für Katalanistik