Publicacions
2026
Andreu, L., Bel, A., Guerra, E., Ahufinger, N., Sanz-Torrent, M. (2026). Online pronoun resolution in children with Developmental Language Disorder (DLD): A visual world eye-tracking study. Applied Psycholinguistics.
Bel, A., Guerra, E., Andreu, L., Ahufinger, N., Sanz-Torrent, M. (2026). Resolution of Null and Overt Pronouns in Catalan: An Eye Tracking Study. Journal of Psycholinguistic Research, 55, 7. https://doi.org/10.1007/s10936-025-10189-7
Bel, A., Marín, R., Perpiñán, S. (in press). El poder anticipatorio de las cópulas en español a través del seguimiento de los movimientos oculares. In: Predicación y categorías, J.M. Igoa, E. Álvarez & N. López (Eds.), Peter Lang.
Benito, R., Rocafiguera, N., Bel, A. (in press). Bilingualism and language dominance in the production of DOM in bilingual Catalan. In: Linguistic Measures and Outcomes in (Child) Multilingualism, L. Arnaus & A. Jiménez-Gaspar (Eds.), Springer.
Fernández Santos, S., Rebuschat, P., Correia, S., Monaghan, P. & Llompart, M. (in press). The effect of morphological salience and novel phonology in the initial stage of second language learning. Studies in Second Language Acquisition.
Kenanidis, P., Llompart, M., Pili-Moss, D., & Dąbrowska, E. (2026). Cognitive abilities underlying the earliest stages of second language acquisition: an artificial language study. Language, Cognition and Neuroscience, 41(1), 110–135. https://doi.org/10.1080/23273798.2025.2576908
Llompart, M., & Kenanidis, P. (in press). Psycholinguistics and additional language acquisition. In H. Nesi, & P. Milin. (Eds.) International Encyclopedia of Language and Linguistics, 3rd Edition. Elsevier.
Pérez-Vidal, C. (accepted). SA and ISLA. In S. Lowen & M. Sato (Eds.). The Handbook of Instructed Second Language Acquisition. 2nd. edition Routledge.
Pérez-Vidal, C. & Trenchs, M. (submitted). Investment in EFL cultural capital and its impact on study-abroad improvement in listening. The International Journal of Applied Linguistics.
Repiso-Puigdelliura, G. & Perry, S. J. (in press). Duration as an acoustic cue of the Spanish tap-trill contrast according to age and language background. The Journal of the International Phonetics Association.
Simonet, M. & Llompart, M. (2026). Using offline methods to probe the bi/multilingual
acquisition of phonological and phonetic domains. In J. Schwieter & G. Klassen (Eds.).
Quantitative Research Methods in Multilingual Acquisition and Processing. (pp. 56–80). John
Benjamins.
Soto-Corominas, A., Perpiñán, S., & Perry, S. J. (in press). Language dominance shapes protracted
development of non-personal clitics (even) in cases of widespread bilingualism. Language Learning.
Trenchs-Parera, M. & Stončikaité, I. (2026). "Lifelong learning in age-inclusive higher education: The case of a Catalonian university and its plurilingual and intercultural classrooms". Educational Gerontology, 1-15. doi.org/10.1080/03601277.2026.2630694. Open Access.
2025
Blake, A., Dąbrowska, E., & Llompart, M. (2025). Toward an Understanding of Developmental Language Disorder in Adults: Investigating the Relationship Between Cognitive Abilities and Linguistic Outcomes. Journal of Speech, Language, and Hearing Research, 68(8), 3895–3918. https://doi.org/10.1044/2025_jslhr-24-00557
Bruyél-Olmedo, A., Juan-Garau, M., & Trenchs-Parera, M. "Vocación internacional e identidad local en el paisaje lingüístico de la universidad: los espacios de la Universidad Pompeu Fabra." A: Mercedes de la Torre-García (coord.). Estudios aplicados sobre paisaje lingüístico (17-44). Editorial Tirant lo Blanch. ISBN 9788410813069 & (e-book) 9788410813076.
Casani, E. (2025). Literacy in monolinguals and bilinguals: Acquisition and preliteracy intervention in Italian. De Gruyter Mouton. ISBN: 9783110785579.
Chaouch-Orozco A, Martín-Villena F. (2025) Network science reveals the early signs of L1 lexical attrition: Introducing the Lexical Attrition Foundation (LeAF) framework. Bilingualism: Language and Cognition. 28(1):43-53. https://doi.org/10.1017/S1366728924000063
Darcy, I., Llompart, M., Hayes-Harb, R., Mora, J. C., Adrian, M., Cook, S., & Ernestus, M. (2025). Phonological processing and the L2 mental lexicon: Looking back and moving forward. Studies in Second Language Acquisition, 47(1), 361–387. https://doi.org/10.1017/s0272263124000482
Fernández Santos, S., Llompart, M., & Dąbrowska, E. (2025). Predictive processing can override perceptual information: evidence from Spanish object relative clauses. Language and Cognition, 17, e59. https://doi.org/10.1017/langcog.2025.10015
García-Alcaraz, E., Liceras, J.M. (2025) The Effects of Bilingualism on the Executive Control Abilities of the Prader-Willi Syndrome Population. J Psycholinguist Res 54, 10 https://doi.org/10.1007/s10936-024-10123-3
Kulyagina, A. & Sánchez-Hernández, A. (2025) Second language pragmatic competence in digitally mediated communication: Exploring requests and refusals.
Llompart, M., Fernández Santos, S., & Dąbrowska, E. (2025). Comprehension of object relatives in Spanish: The role of frequency and transparency in acquisition and adult grammar. Cognitive Linguistics, 36(1), 31–57. https://doi.org/10.1515/cog-
Llompart, M., Gorba, C., & Prieto, P. (2025). Revisiting the link between second-language sound identification and word recognition with an eye on methodological similarity. Studies in Second Language Acquisition, 47(5), 1456–1468. https://doi.org/10.1017/s0272263125101113
López Ferrero, C., Aliaga, D., Barberà, G., Feliu, J., Gutiérrez, S., Llompart, M., … Wirf,
M. (2025). DISCURSLOG – itineraris discursius per aprendre llengües en l’era digital.
Revista del Congrés Internacional de Docència Universitària i Innovació (CIDUI), 7.
Marques, F., Hernández-Leo, D., Castillo, C. & Trenchs-Parera, M. (2025). «Towards caring institutional analytics: a case study illustrating the exploration of language biases». Revista Del Congrés Internacional De Docència Universitària I Innovació (CIDUI), núm. 7, gener 2026, doi:10.60940/
Martín-Villena, F., Sorace, A., & Lozano, C. (2025). The role of subordinating conjunctions in the interpretation of null and overt subject pronouns in native Peninsular Spanish. Applied Psycholinguistics, 46, e6. doi:10.1017/S014271642400047X
Rocafiguera, N., & Bel, A. (2025). The interplay between syntax and pragmatics on pronoun resolution in Catalan. Glossa: A Journal of General Linguistics, 10(1). https://doi.org/10.5070/
Rocafiguera, N., Benito, R, & Bel, A. (2025) Profiling Language Dominance in Bilinguals in Catalonia. International Journal of Bilingualism. https://doi.org/10.1177/13670069251363819
Rocca, B., Llompart, M., & Darcy, I. (2025). Phonological neighborhood density, phonetic categorization, and vocabulary size differentially affect the phonolexical encoding of easy and difficult L2 segmental contrasts. Bilingualism: Language and Cognition, 28(3), 662–675. https://doi.org/10.1017/s1366728924000865
Sanz, C., & Morales, A. (2025). How interaction drives language development: Key empirical evidence from immersive Spanish-speaking contexts. Journal of Spanish Language Teaching, 12(2), 1–13. https://doi.org/10.1080/23247797.2025.2569884
2024
Bel, A., & Benito, R. (2024). Differential object marking in structurally complex contexts in Spanish: Evidence from bilingual and monolingual processing. Languages, 9(6), 211. https://doi.org/10.3390/languages9060211
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.
Darcy, I., Llompart, M., Hayes-Harb, R., Mora, J. C., Adrian, M., Cook, S., & Ernestus, M. (2024). Phonological processing and the L2 mental lexicon. Studies in Second Language Acquisition, 1–27. https://doi.org/10.1017/
Espírito Santo, A., Alexandre, N., & Perpiñán, S. (2024). The role of resumption in the acquisition of European Portuguese prepositional relative clauses by Chinese learners. Second Language Research, 40(1), 103–138. https://doi.org/10.1177/
Kenanidis, P., Llompart, M., Santos, S. F., & Dąbrowska, E. (2024). Redundancy can hinder adult L2 grammar learning: evidence from case markers of varying salience levels. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.
Koylü, Z., Eryilmaz, N., Pérez-Vidal, C. Verspoor, M. & Gustafsson, H. (2024) Longitudinal Development of Holistic Formulaicity, Formulaic Sequences and Lexical Complexity in Sojourner Diaries: A Dynamic Usage-Based Perspective". Language Learning. Special Issue.
Laméris, T. J., Llompart, M., & Post, B. (2024). Non-native tone categorization and word learning across a spectrum of L1 tonal statuses. Bilingualism: Language and Cognition, 27(4), 729–743. doi:10.1017/S1366728923000871.
Liceras, J. M. (2024). Weak pronouns: Clitics and clitic placement. In L. Dominguez & T. Arche (Eds.), The Routledge handbook of second language acquisition, morphosyntax, and semantics (pp. 426–440). Routledge.
Llompart, M. (2024). On the effects of task focus and processing level on the perception–production link in second-language speech learning. Studies in Second Language Acquisition, 46(1), 214–226. doi:10.1017/S0272263123000414.
Llompart, M. (2024). Lexically-guided perceptual recalibration from acoustically unambiguous input in second language learners. Journal of Phonetics, 107, 101366. https://doi.org/10.1016/j.wocn.2024.101366.
Llompart, M., & Dąbrowska, E. (2024). Explicit instruction improves the comprehension of Spanish object relatives by young monolingual children. Language and Cognition, 16(4), 986–1006. https://doi.org/10.1017/langcog.2023.69
Llompart, M. & Simonet, M. (2024). Procesamiento fonológico en hablantes bilingües. In E. Álvarez García (Ed.), Dos lenguas, un cerebro: el procesamiento lingüístico en hablantes bilingües (pp. 19–62). Peter Lang.
Morlan, M. & Pérez-Vidal, C. (2024). Effects of age and language identity on moral decisions. TROPOS.Michigan State University.
Pastena, A. & Trenchs-Parera, M. (2024). "Measuring international posture at an internationalised university in Barcelona: an exploration of gender, language,and educational and intercultural trajectories ". International Journal of Multilingualism. DOI: 10.1080/14790718.2024.2434646.
Patiño-Santos, A., Trenchs-Parera, M.& Pastena, A. (2024). "Becoming 'Global' in Higher Education: Positioning and Agency in Young People’s Language Biographies." Journal of Language, Identity and Education. DOI: 10.1080/15348458.2024.2325128.
Perpiñán, S., & Cardinaletti, A. (2024). Null-Prep as a systematic interlanguage phenomenon: Evidence from relative clauses, interrogatives, and sluicing constructions. Second Language Research, 40(1), 139–169. https://doi.org/10.1177/
Perpiñán, S., & Putnam, M. T. (2024). Filler-gap dependencies in bi- and multilingual grammars: Findings, challenges, and unknowns. Second Language Research, 40(1), 3–17. https://doi.org/10.1177/
Perpiñán, S., & Putnam, M. T. (Eds.) (2024). Special Issue: A-bar Dependencies. Second Language Research, 40(1). https://doi.org/10.1177/
Prela, L., Dąbrowska, E., & Llompart, M. (2024). Beyond age: exploring ultimate attainment in heritage speakers and late L2 learners. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.
Rocca, B., Llompart, M., & Darcy, I. (2024). Phonological neighborhood density, phonetic categorization, and vocabulary size differentially affect the phonolexical encoding of easy and difficult L2 segmental contrasts. Bilingualism: Language and Cognition, 1–14. https://doi.org/10.1017/
Sagarra, N., Fernández-Arroyo, L., Lozano-Argüelles, C. and Casillas, J.V. (2024), Unraveling the Complexities of Second Language Lexical Stress Processing: The Impact of First Language Transfer, Second Language Proficiency, and Exposure. Language Learning, 74: 574-605. https://doi.org/10.1111/lang.12627
Vorobyeva, T., Bel, A., & Voeikova, M. (2024). Grammatical gender agreement in production: The case of heritage Russian. International Journal of Bilingualism, 28(2), 234–254.
2023
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.
Koylü, Z., Eryilmaz, N. & Pérez-Vidal, C. (2023). A dynamic usage-based analysis of L2 written complexity development of sojourners. Journal of Second Language Writing https://authors.elsevier.com/sd/article/S1060-3743(23)00040-1.
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., & 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.
Prieto, P., Kushch, O., Borràs,J. Gluhareva, D. & Pérez-Vidal, C. (2023). ‘Training ESL students to reproduce beat gestures in discourse leads to L2 pronunciation improvements’. International Journal of Basque Linguistics and Philolog: Volume in honor of José Ignacio Hualde: Studies in Phonology and Diachrony. https://ojs.ehu.eus/index.php/ASJU/article/view/25982.
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.
Sagarra, N., & Casillas, J. V. (2023). Practice beats age: Co-activation shapes heritage speakers’ lexical access more than age of onset. Frontiers in Psychology, 14, Article 1141174. https://doi.org/10.3389/fpsyg.2023.1141174
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. https://doi.org/10.1515/flin-2021-2002
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., R. 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, pp.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].
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