Patiño-Santos A, Trenchs-Parera M, Pastena A. Becoming Global in Higher Education: Positioning and Agency in Young People's Language Biographies. Journal of Language, Identity and Education 2024.
Pastena, Andreana; Trenchs-Parera, Mireia. Exploring transcultural competence in the internationalised university classroom: the role of intercultural friendships and plurilingualism in the construction of a transcultural identity. Journal of Multilingual and Multicultural Development 2024; 45(2).
Chimeva Y.; Trenchs-Parera M.. Different interlocutors, different EFL interactional strategies: A case study of intercultural telecollaborative projects in secondary classrooms. ReCALL 2023.
Awad H.; Trenchs-Parera M.. Intercultural education in understudied contexts: lessons learned to rethink the conceptualization and assessment of intercultural competence. Journal of Multilingual and Multicultural Development 2022.
Pastena, Andreana; Sesé, Albert; Trenchs-Parera, Mireia. Impact of plurilingualism and previous intercultural experience on undergraduates' intercultural sensitivity at the start of university studies. Journal of Multilingual and Multicultural Development 2021; 1-13.
Pastena, Andreana; Trenchs-Parera, Mireia. Micro i macro tasques cooperatives, integrades i orientades al món professional i acadèmic: Una experiència d¿avaluació continuada i formativa als graus d'Humanitats i Ciències Socials. Revista del CIDUI 2021.
Trenchs-Parera, Mireia. Multilingualism in Catalan Secondary Schools: An Exploration of Language Practices and Challenges. APAC 2016; 82: 5-12.
Newman, Michael; Trenchs-Parera, Mireia. Language Policies, Ideologies, and Attitudes in Catalonia. Part 1: Reversing Language Shift in the Twentieth Century. Language and Linguistics Compass 2015; 9(7): 285-294.
Trenchs-Parera, Mireia; Newman, Michael. Language Policies, Ideologies, and Attitudes in Catalonia. Part 2: International immigration, Globalization and the Future of Catalan. Language and Linguistics Compass 2015; 12((9)): 491-501.
Trenchs-Parera, M.; Larrea-Mendizabal, I.; Newman, M. La "normalització" del cosmopolitisme lingüístic entre els joves del segle XXI? Una exploració de les ideologies lingüístiques a Catalunya. Treballs de sociolingüística catalana 2014; (24): 281-301.
Trenchs-Parera, Mireia. Les vivències sociolingüístiques i el multilingüisme dels joves d'origen xinès a Catalunya. Articles de didàctica de la llengua i de la literatura 2013; (60): 28-39.
Newman, Michael; Patiño-Santos, Adriana; Trenchs-Parera, Mireia. Linguistic Reception of Latin American Students in Catalonia and their Responses to Educational Language Policies. International Journal of Bilingual Education and Bilingualism 2013; 16(2): 195-209.
Trenchs Parera, M.; Newman, M.. Diversity of language ideologies in Spanish-speaking youth of different origins in Catalonia. Journal of Multilingual and Multicultural Development 2009; 30(6): 509-524.
Trenchs Parera, M.. Effects of formal instruction and stay abroad on the acquisition of native-like oral fluency. The Canadian Modern Language Review = La Revue Canadienne des Langues Vivantes 2009; 65(3): 365-393.
Newman, M.; Trenchs, M.; Ng, S.. Normalizing bilingualism: The effects of the Catalonian linguistic normalization policy one generation after. Journal of Sociolinguistics 2008; 12(3): 306-333.
Trenchs, M.. Reading Strategies and Strategy Awareness in Three EFL, Educated Readers of English Literary Texts. Atlantis 2006; 28(2): 69-87.
Trenchs, M.. La pragmática como herramienta para la lectura de textos literarios en lengua extranjera. Lenguaje y textos 2003; (20): 127-138.
Trenchs, M.. Lengua y literatura en una Facultad de Humanidades: una propuesta disciplinar y metodológica desde la filología inglesa. BELLS: Barcelona English language and literature studies 2003; 12: 1-14.
Newman, M.; Trenchs, M.; Pujol, M.. Core academic literacy principles versus culture-specific practices. English for Specific Purposes 2002; 22(1): 45-71.
TRENCHS PARERA, M.. How do EFL Learners Interpret Literary Texts?: Spontaneous Stylistic Analysis in Language Learning. Perspectives: Studies in Translation Theory and Practice 1998; 24(1): 57-66.
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