Publications en collaboration avec des chercheurs de University of Kent (11)

2024

  1. Erratum to “Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development” [Ampersand 8 (2023) 100115] (Ampersand (2023) 10, (S2215039023000073), (10.1016/j.amper.2023.100115))

    Ampersand

  2. Incidental learning of collocations through reading an academic text

    IRAL - International Review of Applied Linguistics in Language Teaching

2023

  1. Educational bilingualism: Reflections on a longitudinal study of children's cognitive and linguistic development

    Ampersand, Vol. 10

  2. Exploring ESOL teachers' perspectives on the language learning experiences, challenges, and motivations of refugees and asylum seekers in the UK

    IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 61, Núm. 2, pp. 201-226

2022

  1. Investigating the bilingual advantage: the impact of L2 exposure on the social and cognitive skills of monolingually-raised children in bilingual education

    International Journal of Bilingual Education and Bilingualism, Vol. 25, Núm. 5, pp. 1765-1781

2021

  1. ESP for Tourism: Does It Meet Employers’ Needs and Prepare Students for the Workplace?

    Mediating Specialized Knowledge and L2 Abilities (Springer International Publishing), pp. 153-190

  2. Nativeness, social distance and structural convergence in dialogue

    Language, Cognition and Neuroscience, Vol. 36, Núm. 8, pp. 984-1000

2018

  1. Offline interpretation of subject pronouns by native speakers of Spanish

    Glossa, Vol. 4, Núm. 1

2017

  1. Introducción: Conexiones punk, una perspectiva transcultural

    Lectora: revista de dones i textualitat, Núm. 23, pp. 9-12

2016

  1. Selectivity in L1 attrition: Differential object marking in Spanish near-native speakers of English

    Journal of Psycholinguistic Research, Vol. 45, Núm. 3, pp. 697-715

  2. What is the source of L1 attrition? the effect of recent L1 re-exposure on Spanish speakers under L1 attrition

    Bilingualism, Vol. 19, Núm. 3, pp. 520-532