Notes on Contributors
Eva Alcón-Soler
is Full Professor of English Language and Linguistics at Universitat Jaume I (Castelló) and leader of the Research Group in Applied Linguistics to English Language Teaching (LAELA, in Spanish). Her research interests include the acquisition of L2 pragmatics, the role of interaction in L2 learning and multilingualism. She has published widely on those issues in international journals such as Communication and Cognition, International Review of Applied Linguistics, System, Intercultural Pragmatics, Multilingua, among others). She is the author of Bases Lingüísticas y Metodológicas para la Enseñanza de la Lengua Inglesa (2002), has co-edited Intercultural Language Use and Language Learning (Springer, 2007), and Investigating Pragmatics in Foreign Language Learning, Teaching and Testing (Multilingual Matters, 2008). Her publications also include English and multilingualism (In C.A. Chapelle, ed. The Encyclopedia of Applied Linguistics, 2012); Discourse and pragmatics in SLA (In P. Robinson, ed. The Routledge Encyclopedia of Second language Acquisition, 2012); Negotiated Input and Output/Interaction (In The Cambridge Handbook of Second Language Acquisition, 2013; and Eliciting oral interaction data in EFL settings (In A. Mackey and E. Marsden, eds. Advancing Methodology and Practice, 2016).
Victòria Codina-Espurz
is a tenured professor in the English Studies Department of Universitat Jaume I, where she currently co-directs the MELACOM master. She holds a Ph.D. in Applied Linguistics and Language Teaching Methodology (University of Pittsburgh), and a M.A. in TESOL (West Virginia University). She has published internationally on a range of topics in applied linguistics as well as a number of instructional publications. Her research interests include interlanguage pragmatics as well as factors influencing second language acquisition.
Sara Gesuato
earned her PhD from Padua University and the University of California at Berkeley. She is currently associate professor of English at Padua University, Italy, where she teaches English language and linguistics. Her fields of activity include discourse and genre analysis, and pragmatics and corpus linguistics. She has published on the phraseology and content of academic genres, the structure and wording of expressive speech acts, and the temporal and aspectual meanings of catenative motion verbs. She has recently co-edited a volume on pragmatic issues in language teaching and learning. Her current research interest is in pedagogical applications of speech act analysis.
Karen Glaser
is Junior Professor for TEFL/TEYL at University of Leipzig, Germany. She holds a PhD in English Linguistics from Leuphana University Lüneburg, and has taught ESL/EFL, linguistics and teacher training courses at several universities in Germany and at Kent State University, Ohio/USA. Her research interests include interlanguage pragmatics, classroom interaction, and Teaching Languages to Young Learners.
Ana Herraiz-Martínez
graduated in English Studies from the Universitat Jaume I, Spain. She holds a MA in English Language Teaching in Multilingual Contexts and another MA in English Language Teaching in Secondary Education. She is currently researching a PhD in Applied Linguistics at Universitat Jaume I, as part of a grant from the FPI University Program. Her research interests include second and third language acquisition, interlanguage pragmatics, pragmatic development, English Medium Instruction, hedging and the study abroad context.
Otilia Martí
is an assistant professor in the Department of Education and member of the LAELA research group at Universitat Jaume I, Spain. Martí finished her PhD in Applied Linguistics under the supervision of Dr. Pilar Safont in December 2010. Her research interests include the acquisition of English as a third language and multilingual education with a special focus on Infant and Primary teacher training, as well as the impact of the variable gender on interlanguage pragmatics. She has coedited volumes on both fields of enquiry, such as Achieving Multilingualism: Wills and Ways with Pilar Safont (2008) or Refusals in instructional contexts and beyond with Patricia Salazar-Campillo (Rodopi, 2013).
Sofía Martín-Laguna
graduated in English Philology from the Universitat Jaume I with an Academic Achievement Award. She holds a MA in English Language Teaching in Secondary Education and another MA in English Language Teaching in Multilingual Contexts. She has recently completed a PhD in Applied Linguistics, which was directed by Dr. Eva Alcón-Soler as part of a grant from the FPU program of the Spanish Ministerio de Educación, Cultura y Deporte. Her research interests include second and third language acquisition, discourse development, pragmatic development, and multilingual education.
Nashwa Nashaat Sobhy
is Assistant Professor at Universidad Autónoma de Madrid (UAM). Her research focus is Content and Language Integrated Learning (CLIL) and Teaching English as a Foreign Language (TEFL) across different educational stages. She is a member of the UAM-CLIL group, which carries out applied linguistic research on a spectrum of issues in CLIL including second language acquisition and subject literacy.
Richard Nightingale
holds a BA (honors) in History of Design, Culture and Society, a MA in Language Acquisition in Multilingual Contexts (MELACOM), and a PhD in Applied Linguistics. He teaches parts of the English Studies degree at Universitat Jaume I. Richard has worked for several years in the private sector as an EFL teacher and is currently an ESOL oral examiner for the University of Cambridge. Richard’s research interests include sociolinguistics, multilingualism, complex dynamic systems, formulaic language, affective factors, contextual factors, young learners, and pragmatic development.
Laura Portolés
is an assistant professor, member of the LAELA (Applied Linguistics to the Teaching of the English Language) research group at Universitat Jaume I. She graduated in English Philology and was further specialized in English learning and teaching in multilingual contexts. In 2013, Laura Portolés defended her doctoral thesis “Early multilingualism: an analysis of pragmatic awareness and language attitudes in consecutive multilingual children” directed by Dr. Pilar Safont. On the defense panel sat Dr. Ulrike Jessner, Dr. Eva Alcón-Soler, and Dr. Jasone Cenoz. She has published several book chapters and journal articles. Her research interests include third language acquisition, affective factors, early multilingual development and multilingual education.
Pilar Safont
is Full Professor of English Language Sociolinguistics at Universitat Jaume I, Castelló. Her research is centered in the development of pragmatic competence in learners of English as a third language, factors which influence the use of an L3, and early multilingualism (2–7 years). She has published her research in international scientific journals such as The International Journal of Multilingualism, The International Journal of Bilingualism, and The International Journal of Sociolinguistic Studies. She is the author of Third Language Learners. Pragmatic production and Awareness (2005) published by Multilingual Matters. Her most recent publications include, among others: (i) Pragmatic Competence in Multilingual Contexts (2011) in The Encyclopedia of Applied Linguistics, (ii) Early pragmatic development in consecutive third language learning (2012) in The International Journal of Multilingualism; and (iii) Early stages of trilingual pragmatic development (2013) in the Journal of Pragmatics. Moreover, she is a member of the organizing committee of the International Association of Multilingualism (IAM).
Patricia Salazar-Campillo
is a tenured professor at Universitat Jaume I. She is a member of the research group LAELA (Lingüística Aplicada a l’Ensenyament de la Llengua Anglesa) and her main interests include teaching and learning English as a foreign language, especially those areas involving corrective feedback. She has also conducted research on online discourse and on interlanguage pragmatics. Her research has been published in international publishing companies such as Springer, Peter Lang, and Ibérica. Some of her national publications can be found in Rael and Porta Linguarum, among other relevant journals. She co-edited the book Refusals in instructional contexts and beyond (Rodopi, 2013). Since 2012 she is the coordinator, along with Dr. Codina-Espurz, of the MA Teaching and Acquisition of the English Language in Multilingual Contexts (MELACOM) at Universitat Jaume I.
Ariadna Sánchez-Hernández
is a postdoctoral scholar in the Department of English Studies at Universitat Jaume I, where she also obtained her PhD (2017). She is a member of the research group Applied Linguistics to the Teaching of the English Language (LAELA), and her research interests include second language pragmatics and intercultural competence, with a special focus on the study abroad context and English-medium instruction (EMI). Her publications include articles in international journals (Journal of Pragmatics 2018, System 2018, English Language Teaching 2019) and in Spanish ones (ATLANTIS 2017, Porta Linguarum 2018), chapters in collective volumes (EUROSLA Series 2018; Peter Lang 2018), and she is the co-editor of the volume Learning Second Language Pragmatics beyond Traditional Contexts (Peter Lang 2018).