Publicaciones de Institute for Multilingualism: 2022

Donate, Á. (2022). Task anxiety, cognition and performance on oral tasks in L2 Spanish. Journal of Spanish Language Teaching, https://doi.org/10.1080/23247797.2022.2090661

Hübscher, I., Sánchez-Conde, C., Borràs-Comes, J., Vincze, L., & Prieto, P. (2022). Multimodal mitigation: how facial and body cues index politeness in Catalan requests. Journal of Politeness Research, https://doi.org/10.1515/pr-2020-0033

Knight, J., & Puig, J. (2022). Creating a Pictorial and Talking Dictionary in a Superdiverse Classroom. Dictionaries, 43(1), 193-214. https://doi.org/10.1353/dic.2022.0004

O'Grady, R. J., Cassany, D., & Knight, J.'For All the Fanatics of Drama Out There- This is Your Book!'. An Analysis of Student Podcast Compositions for Responding to Literary Texts. Changing English-Studies in Culture and Education, https://doi.org/10.1080/1358684X.2022.2124149

Paradis, J., Soto-Corominas, A., Vitoroulis, I., Al Janaideh, R., Chen, X., Gottardo, A., Jenkins, J., & Georgiades, K.The role of socioemotional wellbeing difficulties and adversity in the L2 acquisition of first-generation refugee children. Bilingualism-Language and Cognition, , PII S136672892200030X. https://doi.org/10.1017/S136672892200030X

Segura, M., Baron, J., & Roquet, H. (2022). Productive vocabulary learning in pre-primary education through soft CLIL. Open Linguistics, 8(1), 297-327. https://doi.org/10.1515/opli-2022-0194

Valls, E. Internal borders as a source of linguistic divergence: A multi-method dialectometric approach. Digital Scholarship in the Humanities, https://doi.org/10.1093/llc/fqac001