Clua, M., & Evnitskaya, N. (2023). EMI With a Twist: A Multimodal Analysis of Student–Teacher Agency in the Classroom. Input in English-Medium Instruction (pp. 66-81)https://doi.org/10.4324/9781003258407-6
Daskalaki, E., Soto-Corominas, A., Barise, A., Paradis, J., Chen, X., & Gottardo, A. (2023). The interplay between syntactic and morphological comprehension in heritage contexts: The case of relative clauses in heritage Syrian Arabic. Applied Psycholinguistics, https://doi.org/10.1017/S0142716423000401
Evnitskaya, N., & Llinares, A. (2022). (In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands. Aila Review, 35(2), 227-249. https://doi.org/10.1075/aila.22026.evn
Gottardo, A., Al-Janaideh, R., Paradis, J., Soto-Corominas, A., Chen, X., & Amin, N. (2023). Age, Experience and Language and Literacy Skills in English-Arabic Speaking Syrian Refugees. Languages, 8(2), 101. https://doi.org/10.3390/languages8020101
Segura, M. (2023). Clil in pre-primary education: The views of in-service and pre-service teachers. Bellaterra Journal of Teaching & Learning Language & Literature, 16(2). https://doi.org/10.5565/rev/jtl3.1230
Soto-Corominas, A., Roquet, H., & Segura, M. (2023). The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school. Applied Linguistics, https://doi.org/10.1093/applin/amad031
Valls, E., Soler, J., & Gallego-Balsa, L. (2023). The sociolinguistics of higher education: Language policy and internationalisation in Catalonia. Treballs De Sociolinguistica Catalana, 33, 215-218.
TOTAL PUBLICACIONS 2023: 6
