Gender-inclusive language serves to recognize women and people with non-binary gender identities as part of the primary group, and it has been seen in various languages, including Arabic (Berger 2019), English (Berger 2019; Mathews 1995), Hebrew (Berger 2019), Portuguese (Secretaria de Comunicação 2021), Spanish (Berger 2019; Guzmán Stein 2004),…

Purpose: This study investigates whether crosslinguistic effects on auditory word recognition are modulated by the quality of the auditory signal (clear and noisy). Method: In an online experiment, a group of Spanish--English bilingual listeners performed an auditory lexical decision task, in their second language, English. Words and pseudowords…

The burgeoning field of third language (L3) acquisition has increasingly focused on intermediate stages of language development, aiming to establish the groundwork for comprehensive models of L3 learning that encompass the entire developmental sequence. This article underscores the importance of a robust epistemological foundation, advocating for…

This research provides information toward answering the question of whether bilingual studies at the university level might be elitist. This is a recurring research topic in terms of using English for nonlanguage instruction at the primary and secondary levels, but very few studies refer to university education. We seek to fill that gap in the…

Language ideologies are a powerful way of perpetuating inequalities, as peripheralized speakers who have internalized the lack of legitimacy attributed to them often end up reproducing censure rather than resisting it. Foregrounding the affective dimension, this paper explores the role of shame as a fulcrum articulating the individual with the…

Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the…

We presented 28 Spanish monolingual and 28 Catalan-Spanish close-language bilingual 5-year-old children with a video of a talker speaking in the children's native language and a nonnative language and examined the temporal dynamics of their selective attention to the talker's eyes and mouth. When the talker spoke in the children's native language,…

This study investigated verbal imitation from a multimodal point of view, considering the mutual influence of children's and adults' participation. Sixteen Spanish-speaking children were observed longitudinally at 21, 24, and 30 months of age in natural settings. We analyzed the multimodal characteristics of children's and adults' repetitions,…

This study examined whether the linguistic distance between the first (L1) and second (L2) language is a significant determinant of L2 writing skills of 292 adult immigrants from 39 different source countries, who were beginner learners of Spanish L2. Gender, age, length of residence in Spain, education level as a proxy for literacy skills in L1,…

Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by language, this paper addresses one of the critical concerns around CLIL: a possible mismatch between students' cognitive level and their L2 proficiency. The focus is on acts of…

Emotion knowledge has attracted scientific interest in recent years due to its relevance to children's adjustment. Although there is some controversy as to its definition and components, the term is often used to describe the set of abilities to process emotional information. We need rigorous tools to assess it in multiple languages and contexts.…

The onset of COVID-19 has prompted world language professionals to reconceptualize best practices in second language (L2) teaching and research during a time of limited interaction due to social distancing across the globe (Morris, 2022). Not surprisingly, study abroad programs that once fostered communicative and intercultural development were…

The effects of relevant factors related to self-assessment have not been systematically investigated. We explored four factors and their effects on self-assessment and self-efficacy: (1) feedback (with vs without), (2) subject matter (Spanish vs mathematics), (3) year level (K7 vs K10 vs K11), and (4) gender. The participants included 64 secondary…

The Linguistic Landscape (LL) is a relatively new field which draws from several disciplines such as applied linguistics, sociolinguistics, anthropology, sociology, psychology, and cultural geography. According to Landry and Bourhis (1997),"the language of public road signs, advertising billboards, street names, place names, commercial shop…

Why learners return from study abroad (SA) with varying degrees of second language (L2) gains or differing attitudes towards the target language and culture remains an open question. This study employs theories of identity (Kinginger, 2013) and investment (Darvin & Norton, 2015; Norton Peirce, 1995) to examine the case of three learners of…