Presentations

2017

Andriá, M. & Hijazo-Gascón, A. (2017). Δεικτικά ρήματα κινήσης στα ισπανικά, καταλανικά και ελληνικά: μια συγκριτική μελέτη (Deictic motion verbs in Spanish, Catalan and Greek: a comparative study). 8th International Contrastive Linguistics Conference (ICLC8). 25-28 May 2017. University of Athens, Athens, Greece.

Andriá, M. & París, G. & Escobar Urmeneta, C. (2017). Exploring Primary Education student-teachers’ perceptions towards CLIL internships: a first approach. 19th Annual International Conference on Education. 15-18 May 2017. Athens Institute for Education and Research (ATINER), Athens, Greece.

Escobar Urmeneta, C. & Evnitskaya, N. (2017). “The first thing that you say is…?”: Enacting, teaching and developing L2 interactional competence in a CLIL Math classroom. ICOP-L2: Interactional Competences and Practices in a Second Language. University of Neuchâtel: Neuchâtel, Switzerland. Jan 18-20.

Llanes-Coromina, J., Vilà-Giménez, I., Kushch, O., Borràs-Comes, J., & Prieto, P. (2017). Do beat gestures and prosodic prominence enhance preschoolers' recall and comprehension of discourse. AMLaP 2017: Architectures and Mechanisms of Language Processing. Lancaster University: Lancaster, Sep 7-9. [Poster]

Kiagia, E., Borràs-Comes, J., & Prieto, P. (2017). Mutual influences between epistemic intonation and co-speech gesture in online language comprehension. AMLaP 2017: Architectures and Mechanisms of Language Processing. Lancaster University: Lancaster, Sep 7-9. [Poster]

Sánchez, C., Hübscher, I., Vincze, L., Borràs-Comes, J., & Prieto, P. (2017). Gestural and prosodic attenuation strategies characterize formal register in Catalan requests. 15th International Pragmatics Conference (IPrA2017). International Pragmatics Association: Belfast, Jul 16-21.

[Invited] Borràs-Comes, J. (2017). Metodología experimental y tratamiento estadístico. Aplicación al estudio de la prosodia del catalán. EUDIA6: 3th Annual International Conference on Linguistic Variation in the Basque Language and Education (Leioa, Euskal Herriko Unibertsitatea, Jun 9).

2016

Andriá, M. & Serrano, R., Vallbona, A., Tragant, E. & Pellicer-Sánchez, A. (2016). Reading while listening in primary school: Linguistic and non-linguistic outcomes. Multimodal Input in Second Language Learning Symposium. 10-11 November. University of Barcelona, Barcelona, Spain.

Andriá, M. & Hijazo-Gascón, A. (2016). Deictic motion events in Greek as a Second Language. 10th Spanish Cognitive Association International Conference (AELCO). 26-28 October. University of Alcalá de Henares, Madrid, Spain.

Andriá, M. & Serrano, R. & Pellicer-Sánchez, A.  (2016). Science vocabulary learning through reading only vs. reading-while-listening in primary school. VIIIth International Conference of Language Acquisition. 7-9 September. University of the Balearic Islands, Mallorca, Spain.

Andriá, M. & Hijazo-Gascón, A. (2016). The effect of stays abroad on L1 pattern restructuring: The case of Spanish/Catalan L1 learners of Greek. 2016 Conference of the American Association for Applied Linguistics (AAAL). 9-12 April. Orlando, Florida, USA.

Escobar Urmeneta, C. (2016). Enseñar y aprender a escribir en inglés en las asignaturas de contenidos en la Educación Terciaria: La plantilla Guideway. 34th AESLA International Conference (Alacant, AESLA – Universitat d’Alacant, Apr 14-16).

Escobar Urmeneta, C. (2016). Guideway: Recerca sobre el Grau d’Educació Primària en anglès. Guiatge per a l’aprenentatge integrat de continguts acadèmics i el desenvolupament de la competència discursiva. I Jornades de transferència del coneixement. Implicacions dels projectes ARMIF 2014 en la formació de mestres a la Facultat (Bellaterra, Programa de Millora i Innovació de la Formació de Mestres (MIF) – Universitat Autònoma de Barcelona, Jul 6).

Escobar Urmeneta, C., Pérez-Vidal, C., Alcón, E., Alonso Alonso, R., Alejo, R., Dafouz, E., Fonseca, C., & Cadierno, T. (2016). English Medium Instruction in Higher Education: key achievements and challenges. 34th AESLA International Conference (Alacant, AESLA – Universitat d’Alacant, Apr 14-16).

Evnitskaya, N. (2016). Facework in peer interaction in tertiary CLIL classrooms: A multimodal conversation analysis perspective. Sociolinguistics Symposium 21. University of Murcia: Murcia, Jun 15-18.

Evnitskaya, N., Sert, O. & Escobar Urmeneta, C. (2016). L2 Classroom Interactional Competence in CLIL and EFL Contexts: A Comparative Perspective. GlobELT 2016 Conference: International Conference on Teaching and Learning of English as an Additional Language. GlobELT: Antalya, Turkey, Apr 14-17.

Hübscher, I., Borràs-Comes, J., & Prieto, P. (2016). Reassessment of the frequency code: prosody of polite requests in Catalan. 7th conference on Tone and Intonation in Europe (TIE7). University of Kent: Canterbury, Sep 1-3.

Kiagia, E., Borràs-Comes, J., & Prieto, P. (2016). Mutual influences between epistemic intonation and co-speech gesture in online language comprehension. Beyond Language Learning. Universitat Pompeu Fabra, Universitat de Barcelona: Barcelona, Sep 29-30.

Kiagia, E., Borràs-Comes, J., & Prieto, P. (2016). Mutual influences between epistemic prosody and facial expressions in language comprehension. 7th conference on Tone and Intonation (TIE7); satellite workshop “The role of prosody in conveying epistemic and evidential meaning” (Aug 31). University of Kent: Canterbury, Kent, Sep 1-3.

Torras-Vila, B., & Evnitskaya, N. (2016). Studying English-medium primary teacher education: a longitudinal case study of two English learners' evolving identities. 34th AESLA International Conference (Alacant, AESLA – Universitat d’Alacant, Apr 14-16).

Tubau, S., Borràs-Comes, J., Déprez, V., & Espinal, M. T. (2016). Some empirical facts on the interpretation of no and no...pas in Catalan. Societas Linguistica Europaea (SLE 2016). University of Naples Federico II: Naples, Aug 31 - Sep 3.

Hübscher, I., Borràs-Comes, J., & Prieto, P. (2016). Prosodic politeness cues in formal register in Catalan. Congreso Internacional de Atenuación Lingüística: perspectivas semánticas y pragmáticas (CIAL). Universitat de València: València, Jun 15-18.

Sáez, S., Álvarez, I., et alii (2016). Las metáforas como facilitadoras de la comprensión en servicios asistenciales. Congreso iberoamericano de Investigación Cualitativa en Salud. Barcelona. [Poster]

[Invited] Escobar Urmeneta, C. (2016). ¿Aprender en inglés? Un desafío para la escuela democratizadora del siglo XXI. III Jornadas sobre enseñanza bilingüe (Murcia, Universidad de Murcia, Nov 4).

[Invited] Escobar Urmeneta, C. (2016). The winding road from English-Medium Instruction (EMI) to Integrating Content and Language in Higher Education (ICLHE) in Teacher-Education courses. Research Seminar: Science Education in multilingual contexts (Bellaterra, Universitat Autònoma de Barcelona, Nov 2).

[Invited] Escobar Urmeneta, C. (2016). Primary Teacher Education for a Multilingual Europe: old controversies and new challenges. Blurring Borders. Teaching towards curricular Integration in European Schools in the XXI Century (Lleida, Universitat de Lleida, Oct 5).

[Invited] Escobar Urmeneta, C. (2016). Integració de continguts i llengua: Aprenen continguts? Aprenen llengua? Trobada Pedagògica GEP (Barcelona, Departament d’ensenyament i Obra Social La Caixa, Oct 3).

[Invited] Escobar Urmeneta, C. (2016). The Guideway approach to ICLHE. The UAB’s Primary Education Bachelor’s Degree. EMI FORUM: English as a Medium of Instruction in Higher Education (Madrid, Alianza 4 Universidades – Universidad Autónoma de Madrid, Jun 20).

[Invited] Escobar Urmeneta, C. (2016). Context-sensitive teacher education programmes for multilingual Europe. Flankerend onderzoek Tweetalig primair onderwijs (Amsterdam, Nuffic, Apr 5).

2015

Andriá, M. (2015). Cognitive Linguistics Framework as a Point of Departure for the Analysis of Crosslinguistic Influence Phenomena: An example from the acquisition of Greek as an L2. 5th International Conference on Foreign Language Teaching and Applied Linguistics (FLTAL ’15) (Sarajevo, May 7-9). International Burch University.

Andriá, M., & Serrano, R. (2015). Does spending time abroad affect the degree of Crosslinguistic Influence in the acquisition of Greek as a foreign language by Spanish/Catalan L1 learners? 33rd AESLA International Conference (Asociación Española de Lingüística Aplicada) (Madrid, April 16-18). Technical University of Madrid.

Andriá, M. (2015). Προσεγγίζοντας θέματα Διαγλωσσικής Επίδρασης μέσα από το πλαίσιο της Γνωσιακής Γλωσσολογίας: ένα παράδειγμα από την κατάκτηση της Ελληνικής ως Γ2 [Approaching Crosslinguistic Influence through Cognitive Linguistics Framework. An example from the acquisition of Greek as an L2].12th International Conference on Greek Linguistics (ICGL 2015) (Berlin, September 16-19). Freie Universität Berlin and Center for Modern Greece (CeMoG).

Borràs-Comes, J., & Prieto, P. (2015). Intonation and the pragmatics of yes-no questions in Central Catalan. 18th International Congress of Phonetic Sciences (ICPhS 2015). University of Glasgow: Glasgow, Aug 10-14.

Borràs-Comes, J., & Prieto, P. (2015). Question intonation contours as dynamic and gradient epistemic operators. Phonetics and Phonology in Europe 2015. University of Cambridge: Cambridge, Jun 29-30.

Denissenko, A., Pérez-Vidal, C., & Evnitskaya, N. (2015). Adquisición de la competencia lingüística escrita en ruso como lengua extranjera. XXXIII AESLA International Conference. Madrid, April 2015.

Escobar Urmeneta, C. (2015). Conversación educativa y aprendizaje integrado de competencias lingüísticas y curriculares: Las muchas tareas de la maestra AICLE. XXXIII Congreso Internacional AESLA. Madrid, April 16-18.

Escobar Urmeneta, C. (Symposium Coord.) (2015). Formación del profesorado de/en lengua extranjera: retos y propuestas. Third International Congress of Educational Sciences and Development. Donostia, June 24-26.

Escobar Urmeneta, C. (2015). Internacionalización y formación inicial del profesorado de educación primaria. Third International Congress of Educational Sciences and Development. Donostia, June 25.

Escobar Urmeneta, C., & Evnitskaya, N. (2015). 'Shaping learners' talk: A case in favour of tandem teaching in CLIL'. EUROSLA 25 International Conference. Second Language Acquisition: Implications for Language Sciences. Aix-en-Provence, August 27-29.

Esteve-Gibert, N., Borràs-Comes, J., Asor, E., Swerts, M., & Prieto, P. (2015). Multimodal prominence in head gestures (or how accent and phrasing influence the gesture timing). International Conference on "Prominence in Language". Universität zu Köln: Köln, Jun 15-17.

Evnitskaya, N. (2015). Facework and politeness: Theory and practice in group work in primary school CLIL classrooms. XXXIII AESLA International Conference. Madrid, April 2015.

Sáez, S., Álvarez, I., et alii (2015). Visiones Pepperianas y aplicación para procesos de la salud. Poster presentation. II Simposi Mediterrani de Promocio de la Salut. Girona.

[Invited] Andriá, M. (2015). Κατάκτηση της Ελληνικής ως Γ2 από Ισπανόφωνους: Παρουσίαση ενός παραδείγματος διαγλωσσικής επίδρασης [Acquisition of Greek asan L2 by Spanish learners: Presentation of a Crosslinguistic Influence phenomenon]. National and Kapodistrian University of Athens (Faculty of Philology, Department of Linguistics). Athens, January 7.

[Invited] Escobar Urmeneta, C. (2015). Assessment in CLIL. Universitat de les Illes Balears. Palma, June 6.

[Invited] Escobar Urmeneta, C. (2015). Teaching CLIL: A challenge worth trying? Trobada Pedagògica GEP. Departament d'Ensenyament and CaixaForum de Barcelona. October 1.

2014

Andriá, M. (2014). Examining the effects of Stays Abroad on conceptual transfer: The case of Spanish/Catalan L1 learners of Greek as an L2. 32nd AESLA International Conference (Asociación Española de Lingüística Aplicada) (Seville, April 3-5 April). University Pablo de Olavide.

Andriá, M. (2014). Exploring the acquisition of L2 conceptualization patterns within the Cognitive Linguistics Framework: The case of Spanish/Catalan learners of Greek as an L2. 9th Spanish Cognitive Association International Conference (AELCO) (Badajoz, October 15-17). University de Extremadura. Paper awarded with the AELCO pre-doctoral award for the best oral communication.

Borràs-Comes, J., & Prieto, P. (2014). Significado entonativo y pragmática de las interrogativas totales en catalán central. VI CIFE, Congreso Internacional de Fonética Experimental. Universitat de València: València, Nov 5-7.

Borràs-Comes, J., & Prieto, P. (2014). Intonational meaning and the pragmatics of yes-no questions in Central Catalan. Seventh Conference on Laboratory Approaches to Romance Phonology (LARP7). Laboratoire Parole et Langage: Aix-en-Provence, Sep 3-5.

Esteve-Gibert, N., Borràs-Comes, J., Swerts, M., & Prieto, P. (2014). Head gesture timing is constrained by prosodic structure. Seventh International Conference on Speech Prosody. Trinity College Dublin: Dublin, May 20-23.

Evnitskaya, N. (2014). Tangram: Developing students' classroom interactional competence in the CLIL classroom. ICIP 2014: Interactional Competences in Institutional Practices. University of Neuchâtel (Switzerland), November 2014.

Evnitskaya, N. (2014). Taking on the responsibilities of the FL classroom: Politeness in group work in a CLIL Math classroom. SCLL 2014: Sociocultural Competence & Language Learning In Multilingual Settings. Vrije Universiteit Brussel (Belgium), September 2014.

Evnitskaya, N. (2014). 'You are very clever, Jordi!': Students' use of politeness strategies in peer interaction in CLIL classrooms. Sociolinguistics Symposium 20. University of Jyväskylä (Finland), June 2014.

Sáez. S., Álvarez, I., et alii. (2014). Visiones del mundo de Pepper y su aplicación a la Educación para la Salud. Poster presentation. VII Congreso Nacional de la Sociedad Científica Española de Enfermería. Alicante.

Somers, T., & Evnitskaya, N. (2014). CLIL opens doors, but who opens the doors to CLIL? XXXII AESLA International Conference. Universidad Pablo de Olavide. Sevilla, April 2014.

[Invited] Escobar Urmeneta, C. (2014). Language Learning and Learning through Languages in Catalan Schools or the Challenge of the Monolingual Mindset. Language, Culture and Community International Research Institute, Thompson Rivers University. Kamloops (B.C., Canada), July 5.

[Invited] Escobar Urmeneta, C. (2014). The many jobs of the CLIL teacher. Jornadas CEFIRE. Castelló de la Plana, September 13.

 

Papers delivered before 2014 are not available at the moment.

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