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)

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.; 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.

Sagarra, N., Sánchez, L., Bel, A. (2018). Processing DOM in relative clauses: saliency and optionality in early and late learners. Linguistic Approaches to Bilingualism. Published online: 31 July 2017. DOI: 10.1075/lab.16020.sag

 

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.

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]

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

 

2014

Avello, P., & Lara, R. (2014): Phonological development in L2 speech production during study abroad programmes varying in length of stay. In Carmen Pérez-Vidal (ed): Language Acquisition in Study Abroad and Formal Instruction Contexts. John Benjamins: Amsterdam.

Merino, E., & Avello, P. (2014): Contrasting Intercultural Awareness at Home and Abroad. In Carmen Pérez-Vidal (ed):Language Acquisition in Study Abroad and Formal Instruction Contexts. John Benjamins: Amsterdam.

Pérez-Vidal, C. (ed.) (2014). Language Acquisition in Study Abroad and Formal Instruction ContextsAmsterdam/Philadelphia: John Benjamins

Rallo Fabra, L. & Juan-Garau, M. (2014) Assessing FL pronunciation in a semi-immersion setting: The effects of CLIL instruction on Spanish-Catalan learners' perceived comprehensibility and accentedness. Poznan Studies in Contemporary Linguistics.

Rochdi, Y. and Mora, J. C. (2014). Mimicking foreign-accented speech as evidence of category formation for L2 sounds. Proceedings of the 30th AESLA Applied Linguistics Conference, 19-21 April 2012, Lleida, Spain.

Safronova, E. and Mora, J. C. (2014). Attention control in L2 phonological acquisition. Proceedings of the 30th AESLA Applied Linguistics Conference, 19-21 April 2012, Lleida, Spain.

Safronova, E. and Mora, J. C. (2014) Acoustic and phonological memory in L2 vowel perception. Proceedings of the 35th AEDEAN Conference, 16-18 November 2011, Barcelona, Spain.

Sanz, C., Lado, B., Stafford, C. A., & Bowden, H. W. (2014). A fine-grained analysis of the effects of more vs. less explicit feedback on language development. Language Teaching Research.

Valls-Ferrer, M. & Mora, J. C. (2014). L2 fluency development in formal instruction and study abroad: the role of initial fluency level and language contact. In Pérez-Vidal (ed) Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins. 

 

2013

Andreu, L., A. Bel, E. García-Alcaraz, E. Rosado & M. Sanz-Torrent (2013) The processing of pronominal anaphors in Spanish: evidence from eyetracking.

Avello, P. (2013). L2 phonological development in speech production during study abroad. PhD Thesis. Universitat Pompeu Fabra.

Avello, P., Lara, A. R., Mora, J. C., & Pérez-Vidal, C. (2013). The Impact of Study Abroad and Length of Stay on Phonological Development in Speech Production. In À. Llanes, L. Astrid Ciro, L. Gallego Balsà and R. M. Mateus Serra (Eds.), Applied Linguistics in the Age of Globalization. Lleida: Edicions de la Universitat de Lleida, pp.67-73.

Bel, A. (2013a). Omisión y selección de la cópula en el desarrollo del lenguaje. Revista Española de Lingüística, 43/2.

Bel, A. (coord.) (2013b). BCN-L2 Spanish corpus (Spanish-Moroccan Arabic/Tamazight). Contributed to the SLABank Database (talk bank-childes system). (Available at http://talkbank.org/data/).

Llinàs, M. & Tubau, S. (2013). That-insertion in colloquial English restrictive relative clauses. Universidad de Oviedo.

Llinàs, M., Pladevall, E. & Capdevila, M. (2013). On That-omission and its absence in the written production of bilingual Spanish/Catalan L2-learners of English.

Llinàs, M. & Fernández-Sánchez, J. (2013). Reflexiones en torno a la supresión del complementante en inglés, español y catalán. Revista Española de Lingüística, 43.

Pérez-Vidal, C. (2013). Perspectives and Lessons from the Challenge of CLIL Experiences. In C. Abello-Contesse, P. M. Chandler, M. D. Lopez-Jimenez (Eds.), Bilingual and Multilingual Education in the 21st Century: Building on Experience (pp. 59-82). Clevedon: Multilingual Matters. 

Prieto-Arranza, J., Juan-Garau, M. & Karen Lesley Jacob (2013). Re-imagining cultural identity: transcultural and translingual communication in virtual third-space environments. In Language, Culture and Curriculum. Volume 25, Issue 3, 2012

Sanz, C. (2013) "Multilingualism and Metalinguistic Awareness." In Chapelle, C.A. (Ed.) The Encyclopedia of Applied Linguistics, Oxford, UK: Wiley-Blackwell.

Sanz, C. & Grey, S. (2013) Beyond accuracy: RT, ERPs, and what they tell us about conditions and individual differences. In P. Rebuschat (Ed), Explicit and implicit pedagogical conditions. John Benjamins.

2012

Avello, P., Mora, J. C. & Pérez-Vidal, C. (2012). Perception of FA by Non-native Listeners in a Study Abroad ContextResearch in Language, 10(1), 63-78.

Bel, A. & Pérez-Vidal, C. (2012). Les persones que han adquirit un bon domini de dues llengües d'una manera precoç tenen me´s facilitat per aprendre una altra llengua? Strubell, M., Andreu, L. & Sintes, E. (eds.) Resultats del model lingüístic escolar de Catalunya. Barcelona, UOC, 33-39.

Esteve, O., Trenchs, M., Pujolà, J.T. & Birello, M. "The ELP as a mediating tool for the development of self-regulation in foreign language learning university contexts: an ethnographic study". In Perspectives from the European Language Portfolio.Learner Autonomy and Self-Assessment (Eds. Bärbel Kühn and María Luisa Pérez Cavana.). London & New York: Routledge

Liceras, J. M. (2012). Artículos definidos y clíticos del español no nativo: problemas de representación o de procesamiento? En Fábregas, A., Feliú, E., Martín. J. & Pazó, J. (eds.). Los límites de la morfología. Estudios ofrecidos a Soledad Varela Ortega. Madrid: Ediciones de la Universidad Autónoma de Madrid, 243-267.

Liceras, J.M., Fernández-Fuertes, R., Alba de la Fuente, A., Boudreau, G. & Acevedo, E. (2012). Interlinguistic influence in simultaneous bilingualism: Core syntax phenomena and lexical transparency. In Ferré, S., Prévost, Ph., Tuller, L. & Zebib, R. (eds.). Selected proceedings of the Romance Turn IV Workshop on the Acquisition of Romance Languages. Cambridge Scholars Publishing.

Liceras, J. M., Fernández-Fuertes, R. & Alba de la Fuente, A. (2012). Subject and copula omission in the English grammar of English-Spanish bilinguals: on the issue of directionality of interlinguistic influence. First Language, 31 (2), 1-28.

Liceras, J M., Fernandez-Fuertes, R., Bel, A. & Martinez, C. (2012). The mental representation of Gender and Agreement Features in Child 2L1 and Child L2 grammars: Insights from code-switching. Paper presented at UIC Bilingualism Forum, University of Illinois at Chicago, October 4th & 5th. (Available at http://www.uic.edu/depts/ling/BilForum/presentations.html).

Llinàs, M. & Fernández-Sánchez, J. (2012). On the syntax and the pragmatics of 'optional' that. In a Martin-Alegre, S. (coord), At a Time of Crisis: English and American Studies in Spain, AEDEAN e-books.

Marshall, C., Rowley, K., Mason, K., Herman, R. & Morgan, G. (2012). Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task. Journal of Child Language.

Mora, J.C. and Vall-Ferrer, M. (2012). Oral Fluency, Accuracy and Complexity in Formal Instruction and Study Abroad Contexts. In Tesol QuarterlyVolume 46, Issue 4, pages 610-641, December 2012

Morgan-Short, K., Steinhauer, K., Sanz, C., & Ullman, M. T. (2012). Explicit and implicit second language training differentially affect the achievement of native-like brain activation patterns. Journal of Cognitive Neuroscience.

Newman, M., Patiño-Santos, A. & Trenchs-Parera, M. (2012).  "Linguistic Reception of Latin American Students in Catalonia and their Responses to the Implementation of Educational Language Policies." In: International Journal of Bilingual Education and Bilingualism (Routledge). K. Woolard & S. Frekko (Eds.). Catalan in the 21st Century.

Pérez-Vidal, C. (2012). Las estancias lingüísticas y el aprendizaje de lenguas. In E. Alcon, F. Michavila (Eds.), La universidad multilingüe (pp. 221-249). Madrid: Tecnos.

Pérez-Vidal, C., Juan-Garau, M., Mora, J. C. and Valls-Ferrer, M. (2012). Oral and written development in formal instruction and study abroad: differential effects of learning context. In Muñoz,C. (ed.) Intensive Exposure Experiences in Second Language Learning. Bristol: Multilingual Matters. 213-233.

Pladevall-Ballester, E. (2012). Child L2 English acquisition of subject properties in an immersion bilingual context. Second Language Research, 28 (2), 217.

Sanz, C. (2012) Spanish as a second language and teaching methodologies. In Hualde, J.I., Olarrea, A., & O'Rourke, E. Eds. The Handbook of Spanish Linguistics.  Oxford, UK: Blackwell.

Sanz, C., Stafford, C.A., and Bowden, H. (2012). Optimizing explicit instruction: matters of type and timing. Language Learning.

Trenchs Parera, M. & Cruz Piñol, M. (2012) "Experiencias de innovación docente en disciplinas humanísticas en el marco del Espacio Europeo de Educación Superior." En Experiencias de innovación docente en la enseñanza universitaria de las Humanidades (Eds. Cruz Piñol, M. & Trenchs Parera, M.)  ISBN: 978-84-9921-296-8. P. 7-21. Barcelona: Octaedro

Trenchs Parera, M. & Cruz Piñol, M. (2012). "A modo de epílogo: Las tecnologías en la innovación universitaria", en Experiencias de innovación docente en la enseñanza universitaria de las Humanidades (Eds. Cruz Piñol, M. & Trenchs Parera, M.)  ISBN:978-84-9921-296-8. P.147-151. Barcelona: Octaedro

Trenchs Parera, M & Cruz Piñol, M. (Editoras). (2012). Experiencias de innovación docente en la enseñanza universitaria de las Humanidades. Barcelona: Octaedro

Woll, B. & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism, Language & Cognition, 15, 75-87.

 

2011

Aparici, M., Arnau, J., Bel, A., Cortès-Colomé, M., Pérez-Vidal, C., Vila, I. (2011). Resultats del model lingüístic escolar de catalunya. L'evidència empírica. Barcelona: Universitat  Oberta de Catalunya.

Cerviño-Povedano, E. and Mora, J. C. (2011). Investigating Catalan learners of English over-reliance on duration: vowel cue weighting and phonological short-term memory. Dziubalska-Kołaczyk, K., Wrembel, M. and Kul, M. (eds) Achievements and perspectives in the acquisition of second language speech: New Sounds 2010. VolumeI. Frankfurt am Main: Peter Lang. 56-64. ISBN:978-3-631-60722-0.

Cocks, N., Morgan, G. & Kita, S. (2011). Iconic gesture and speech integration in younger and older adults. Gesture, 11(1), 24-39.

Cocks, N., Dipper, L., Middleton, R. & Morgan, G. (2011) What can iconic gestures tell us about the language system?  A case of conduction aphasia. Gesture, 11, 123-147.

Fernández-Fuertes, R., Liceras, J.M. (2011). Copula omission in the English developing grammar of English/Spanish bilingual children. International Journal of Bilingual Education and Bilingualism,  13 (5), 525-551.

García Alcaraz, E. & Bel, A. (2011). Selección y distribución de los pronombres en el español L2 de los hablantes de árabe.Revista de Lingüística y Lenguas Aplicadas, 6, 165-179.

Liceras, J.M. (2011). Beyond (or besides) interfaces? On narrow syntax, directionality and input. Linguistic Approaches to Bilingualism, 1 (1), 54-57.

Liceras, J.M., Alba de la Fuente, A. & Walsh, L. (2011). Complex wh-questions in non-native Spanish and non-native German: does input matter? In Ortiz-López, L.A (ed.), Selected Proceedings of the I3th. Hispanic Linguistics Symposium, 139-149. Somerville, MA : Cascadilla Proceedings Project.

Llinàs, M. & Fernández-Sánchez, J. (2011). Complementizer Deletion Structures: Against a Romance-English Unified Account.Research Report GGT-11-05, Centre de Lingüística Teòrica, UAB (http://filcat.uab.cat/clt/publicacions/reports/)

Marshall, C., Mann, W. & Morgan, G. (2011). Short-term memory in signed languages: Not just a disadvantage for serial recall.Front. Psychology, 2,102

Meristo, M., Hjelmquist, E. & Morgan, G. (2012) How access to language affects theory of mind in deaf children. In M. Siegal,M. & Surian, L. (Eds.).  Access to language and cognitive development (pp. 44-61).  New York: Oxford University Press.

Perera, J. & Bel, A. Propietats pragmàtiques i gramaticals en el desenvolupament de la coreferència pronominal. Zeitschrift für Katalanistik, 24, 183-211.

Pérez-Vidal, C. (2011). Language acquisition in three different contexts of learning: Formal instruction, Study Abroad and Semi-immersion (CLIL). In Y. Ruiz de Zarobe, J.M. Sierra & F. Gallardo del Puerto (Eds.), Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 25-35). Bern/Berlin: Peter Lang.

Pérez-Vidal, C. & Juan-Garau, M. (2011a). Trilingual primary education in Catalonia. In Riemersma A.M.J.and De Vries, S. (eds)Some developments with regard to the provisions of trilingual primary education in minority language communities of the European Union. Ljouwert/Leeuwarden, Holanda: Fryske Akademy.

Pérez-Vidal, C. & Juan-Garau, M. (2011b). Trilingual primary education in The Balearic Islands. In Riemersma A.M.J.and De Vries, S. (eds) Some developments with regard to the provisions of trilingual primary education in minority language communities of the European Union. Ljouwert/Leeuwarden, Holanda: Fryske Akademy.

Pérez-Vidal, C. & Juan-Garau, M. (2011c). Trilingual primary education in The Valencian Community. In Riemersma A.M.J.and De Vries, S. (eds) Some developments with regard to the provisions of trilingual primary education in minority language communities of the European Union. Ljouwert/Leeuwarden, Holanda: Fryske Akademy.

Pérez-Vidal, C. & Juan-Garau, M. (2011d). The effects of context and input conditions on oral and written development: A Study Abroad perspective. In M. Howard (Ed.), The effects of input on foreign language learning. (pp. 25-35). Berlin: Mouton de Greyter.

Pérez-Vidal, C., Juan-Garau, M. and Mora, J.C. (2011). The effects of formal instruction and study abroad contexts on foreign language development: the SALA project. In C. Sanz, C. & R. Leow (Eds.), GURT'09 Proceedings. Implicit and explicit conditions, processes, and knowledge in SLA & Bilingualism (pp. 194-215). Georgetown: Georgetown University Press.

Sanz, C. & Leow, R.P. (2011) Implicit and Explicit SLA & Bilingualism: Conditions, Processes and Knowledge. Washington, DC: Georgetown University Press.

Sanz, C. & Leow, R. P. (2011) External manipulations, internal processes: The issue of degree of explicitness. In Sanz, C. & Leow, R.P. (Eds.) Implicit and Explicit conditions, Processes and Knowledge in SLA and Bilingualism. Washington, DC: Georgetown University Press.

Sanz, C., Lenet, A., Lado, B., Howard, J. H. & Howard, D. V. (2011) Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical Study. In Sanz, C. & Leow, R.P. (Eds.) Implicit and Explicit conditions, Processes and Knowledge in SLA and Bilingualism. Washington, DC: Georgetown University Press.

Tarrés, M. & Bel, A. (2011). La adquisición de las propiedades morfosintácticas y discursivas de los pronombres clíticos del catalán en un contexto escolar. En Empiricismo y herramientas analíticas para la lingüística aplicada del siglo XXI.

Woll, B. & Morgan, G. (2012) Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism, Language & Cognition, 15, 75-87.

 

2010

Bel, A., Perera, J. & Salas, N. (2010). Anaphoric devices in written and spoken narrative discourse: Data from Catalan. Written Language and Literacy, 13:2, 236-259.

Botting, N., Riches, N., Gaynor, M. & Morgan, G. (2010). Gesture production and comprehension in children with SLI. British Journal of Developmental Psychology, 28(1), 51-69.

Cerviño-Povedano, E. and Mora, J. C. (2010). Investigating Catalan learners of English over-reliance on duration: vowel cue weighting and phonological short-term memory. In Dziubalska-Kołaczyk, K., Wrembel, M. and Kul, M. (eds) New Sounds 2010: Proceedings of the 6th International Symposium on the Acquisition of Second Language Speech. 83-88.

Desrochers, A., Liceras, J.M., Fernández-Fuertes, R., Thompson, G. L. (2010). Subjective frequency norms for 330 Spanish simple and compound words. Behavior Research Methods, 42 (1): 109-117.

Fernández-Fuertes, R., Liceras, J.M. (2010). Copula omission in the English developing grammar of English/Spanish bilingual children. International Journal of Bilingual Education and Bilingualism, 13 (5): 525-551.

García-Alcaraz, E. & Bel, A (2010). Pronombres y resolución anafórica en la producción oral y escrita en español l2. En Bueno, J. L., González, D., Kirsten, Ú., Martínez, A.E., Pérez, J., Rama, E. & Rodríguez, R. (Eds). Analizar datos > Describir variación / Analysing data > Describing variation, 26-37. Vigo: Universidade de Vigo (Servizo de Publicacións).

Ingram, D., Dubasik, V., Liceras, J. M. & Fernández Fuertes, R. (2010). Early phonological acquisition in set of English-Spanish bilingual twins. In Leow, P. & Sanz, C. (eds.), Implicit & explicit conditions, processes, and knowledge in SLA & bilingualism: Proceedings of the Georgetown University Round Table on Languages & Linguistics 2009. Washington: Georgetown University Press.

Juan-Garau, M. (2010) Oral fluency development in secondary education CLIL learners. Vienna English Working Papers, 19 (3).

Liceras, J.M. (2010). Second language acquisition and syntactic theory in the 21st century: At the competence/ performance crossroads. Annual Review of Applied Linguistics, 30, 266-287.

Liceras, J. M., Alba de la Fuente, A. & Martínez Sanz, C. (2010). The distribution of null subjects in non-native grammars: Syntactic Markedness and Interface Vulnerability. Proceedings of the Mind/Context Divide Conference (Iowa 2009), Somerville, MA : Cascadilla Press.

Liceras, J.M., Fernández-Fuertes, R., Alba de la Fuente, A. & Tercedor Sánchez, M. (2010). Lexically-based interlinguistic influence at the syntax-semantic interface: Copula omission in the English grammar of English-Spanish bilinguals. In Borgonovo, C., Español-Echevarría, M. & Prévost, Ph. (eds.), Selected Proceedings of the 11th. Hispanic Linguistics Symposium. Somerville, MA : Cascadilla Proceedings Project.

Mann, W., Marshall, C., Mason, K., & Morgan, G. (2010). The acquisition of sign language: the impact of phonetic complexity on phonology. Language Learning and Development, 6, 60-86.

Mason, K., Rowley, K., Marshall, C., Atkinson, J., Herman, R., Woll, B. & Morgan, G. (2010). Identifying Specific Language Impairments in Deaf children acquiring British Sign Language: implications for theory and practice. British Journal of Developmental Psychology, 28, 33-49

Orfanidou, E., Adam, R., Morgan, G.  & McQueen, J. (2010). Recognition of signed and spoken language: Different sensory inputs, the same segmentation procedure. Journal of Memory and Language. 62, 272-283.

Ortega, G. & Morgan, G. (2010). Comparing child and adult development of a visual phonological system. Language Interaction and Acquisition, 1, 67-81.

Perales, S. & Liceras, J.M. (2010). Looking for universals in the acquisition of L2 Spanish object clitics. In Guijarro-Fuertes, P. & Domínguez, L. (eds.). Romance languages in the generative perspective, 419-452. Cambridge Scholar Publisher.

Pérez Vidal, C. (2010a). Las políticas multilingües universitarias en el EEES. ¿Cómo acreditar las competencias en lenguas?. Primeras Jornadas Internacionales sobre EEES: evaluación. 1 ed. Barcelona: Universitat Internacional de Catalunya;  p. 87-93.

Pérez-Vidal, C. (2010b). Hizkuntzen ikasketa sustatzea Kataluniako Goi-Mailako hezkuntzan: Pompeu Fabra Unibersitateko (UPF) eleaniztasunerako ekintza-plana (2007-2013). Bat: Soziolinguistika aldizkaria, ISSN 1130-8435, Nº.75, 2010 (Ejemplar dedicado a: Euskararen presentzia. Unibertsitatean), págs. 95-106.

Pérez-Vidal, C. & Juan-Garau, M. (2010). To CLIL or not to CLIL? From bilingualism to multilingualism in Catalan/Spanish communities in Spain. In Y. Ruiz de Zarobe & D. Lasagabaster (Eds.), CLIL in Spain: Implementation, Results and Teacher Training (pp. 115-138). Newcastle Upon-Tyne, United Kingdom: Cambridge Scholars Publishing.

Pladevall-Ballester, E. (2010) Child L2 development of syntactic and discourse properties of Spanish subjects. Bilingualism: Language and Cognition, 13 (2).

Sanz, C., Stafford, C.A, & Bowden, H. (2010). An experimental Study of Early L3 Development: Age, Bilingualism and Classroom Exposure. International Journal of Multilingualism, 7(1): 162-183.

Sanz, C., Bowden, H., Gelfand, M.T., & Ullman, M. (2010) Inflectional morphology in L1 and L2 Spanish: An Examination of Frequency Effects. Language Learning, 60 (1):44-87.

Sanz, C., Morgan-Short, K., Steinhauer, K., & Ullman, M. (2010) Second language acquisition of gender agreement in explicit and implicit training conditions: An event-related potential study. Language Learning, 60 (1):154-193.

Smith, N., Tsimpli, I.M., Morgan, G. & Woll, B. (2010). Signs of the Savant. Cambridge University Press. Language Interaction and Acquisition, 1 (1), 67-81.

Valls-Ferrer, M. (2010) Language acquisition during a stay abroad period following formal instruction: Temporal effects on oral fluency development. RECERCAT. MA Thesis.

 

2009

Bel, A. & Rosado, E. (2009). Person and Number Asymmetries in Child Catalan and Spanish. In Grinstead, J. (eds.), Hispanic Child Languages. Typical and Impaired Development. John Benjamins, 195-214.

Bruyel-Olmedo, A. and Juan-Garau, M. (2009) English as a Lingua Franca in the Linguistic Landscape of the Multilingual Resort of S'Arenal in Mallorca. International Journal of Multilingualism, 6 (4), 386-411.

Juan-Garau, M., Marcos Llinàs, M., & Salazar Noguera, J. (2009) Enseñanza-aprendizaje de la lengua inglesa a través de contenidos en las Islas Baleares. En M. Juan-Garau & J. Salazar-Noguera (Eds.), Aprendizaje integrado de lengua inglesa y contenidos multiculturales online (pp. 41-63). Palma: Edicions UIB.

Juan-Garau, M., Prieto Arranz, J.I., and Salazar Noguera, J. (2009) The interaction of learning context and learner attitude and its effects on L3 lexicogrammatical competence. Proceedings of the XXVI Congreso Internacional de la Asociación Española de Lingüística Aplicada. Universidad de Almeria.

Liceras, J. M. (2009a). On parameters, functional categories and features and why the trees shouldn't prevent us from seeing the forest. Second Language Research 25(2), 279-289.

Liceras, J. M. (2009b). La interlengua del español en el siglo XXI. Revista Nebrija de Lingüística Aplicada 5(3), 36-49.

Liceras, J. M. (2009c). La morfología léxica del español y el llamado problema lógico de la adquisición del lenguaje no nativo. In Serrano-Dolader, D., Martín Zorraquino, M. A. & Val Álvaro, J.F. (eds.): Morfología y español como lengua extranjera (E/LE), Colección Knowledge-Language-Communication / Conocimiento-Lenguaje-Comunicación, 2, 21-66, Zaragoza: Prensas Universitarias de Zaragoza (PUZ).

Liceras, J.M. & Carter, D. (2009). La adquisición del léxico. In De Miguel, E. (ed.), Panorama de Lexicología, 371-404. Barcelona: Ariel.

Liceras, J. M. & Senn, C. (2009). Linguistic theory and the analysis of minority languages: native, immigrant and heritage Spanish. Lengua y Migración, 1, 39-74.

Orfanidou, E., Adam, R. McQueen, J. & Morgan, G. (2009). Making sense of nonsense in British Sign Language (BSL): The contribution of different phonological parameters to sign recognition. Memory and Cognition, 37, 302-315.

Perales, S. & Liceras, J.M. (2009). Unexpected constructions in SLA: a diachronic approach. In Bowles, M. et al (eds.), Proceedings of the 10th Generative Approaches to Second Language Acquisition Conference (GASLA 2009). Somerville, MA: Cascadilla Proceedings Project, 25-34.

Perales, S., García Mayo, P. & Liceras, J. M. (2009). The acquisition of L3 English negation by bilingual (Spanish/Basque) learners in an institutional setting. International Journal of Bilingualism, 13 (1), 3-33.

Pérez-Vidal, C. (2009a). The integration of content and language in the classroom: A European approach to education (The second time around). In E. Dafouz Milne & M. Guerrini (Eds.), CLIL Across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts (pp.03-13). Madrid: Santillana Educación.

Pérez-Vidal, C. (2009b). Ciudadanía europea. Cuadernos de Pedagogía, 395, 52-54.

Pérez-Vidal, C. (2009c). Multilingüismo y aprendizaje de lenguas en Europa. Una cuestión de contexto y de contacto. In J. Jiménez Hefferman (Ed.), Las lenguas extranjeras como vehículo de comunicación intercultural AULAS DE VERANO Humanidades (pp. 39-65). Madrid: Secretaría general técnica Servicio General de Informaciones y Publicaciones. 

Pérez-Vidal, C. & Juan-Garau, M. (2009). The effect of study abroad on written performance. L. Roberts, et al. (eds.) EUROSLA YEARBOOK. Vol. 9. (pp. 270 - 296). Amsterdam/Philadelphia: John Benjamins Publishing Company.

Trenchs-Parera, M. (2009) Effects of formal instruction and a stay abroad on the acquisition of native-like oral fluency. Canadian Modern Language Review, 65(3), 365-393.

Valls-Ferrer, M., Roquet-Pugés, H. & Pérez-Vidal, C. (2009) The effect of practice in different contexts of language acquisition: contrasting FI, SAand CBLC. Proceedings XXVI  Congreso Internacional de la Asociación  Española de Lingüística Aplicada(AESLA). Ediciones de la universidad de Ciudad Real.

 

2008

Beattie, J. (2008) Evaluating the acquisition of English listening comprehension skills in the framework of the S.A.L.A. Project.Proceedings of the V Congreso Internacional de Adquisición del Lenguaje (AEAL), Journal Aula Abierta. Instituto de Ciencias de la Educación, Universidad de Oviedo

Juan-Garau, M., Salazar Noguera, J., and Prieto Arranz, J.I. (2008) L3 English Lexico-Grammatical Growth in at Home and Study Abroad Learning Contexts. In Proceedings from the 31st AEDEAN Conference. Ed. M. J. Lorenzo Modia et al. CD-ROM: A Coruña: Universidade da Coruña. 329-38.

Pérez-Vidal, C. (2008a). El Enfoque Integrado de Contenidos y Lengua en Europa. Aula de Innovación Educativa168, 7-17.

Pérez-Vidal, C. (2008b). Política lingüística universitària catalana dins l'EEES a la Universitat Pompeu Fabra: el Pla d'Acció pel Multilingüisme. In A. Martí & J. M. Mestres (Eds.), El multilingüisme a les universitats en l'espai europeu d'educació superior: (Actes del seminari del CUIMPB-CEL 2007) (pp. 115-140). Barcelona: Institut d'Estudis Catalans.

Pérez-Vidal, C., Juan-Garau, M. and Bel, A. (Eds.). (2008a). A Portrait of the Young in the New Multilingual Spain. Introduction. Clevedon: Multilingual Matters.

Pérez-Vidal, C., Juan-Garau, M. and Bel, A. (2008b). Issues in the acquisition of two or more languages in multilingual environments. In Pérez-Vidal, C., Juan-Garau, M. and Bel, A. (Eds.). A Portrait of the Young in the New Multilingual Spain(pp. 18-29). Clevedon: Multilingual Matters.

Roquet-Pugès, H. & Pérez-Vidal, C. (2008). La lectura bilingüe: factor esencial para la adquisición dela competencia escrita en una tercera lengua.In R. Monroy & A. Sánchez (Eds.), 25 years of applied linguistics in Spain: Milestones and challenges. Actas del XXV congreso internacional de la Asociación española de Lingüística Aplicada (AESLA) (pp. 1263-170). Murcia: Ediciones de la universidad de Murcia.