Published papers

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Martí, O., & Guzmán-Alcón, I. (2025). Learner pragmatics in English-medium instruction courses at university: Current research and future avenues. Applied Pragmatics, 6(2), 169–182.

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Guzmán-Alcón, I. (2024). Does a short period of going abroad in an English-speaking country have an impact on primary students’ writing skills? Epos : Revista de filología, (40), 125–139 https://doi.org/10.5944/epos.40.2024.42088

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Guzmán-Alcón, I. (2024). Exploring the impact of language exposure outside the classroom on students’ writing. Encuentros, 20 (1), 165-178. https://doi.org/10.5281/zenodo.10052360        

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Guzmán-Alcón, I., & Lorenzo, F. (2024). Multilingual disciplinary literacies in Europe: Insights, challenges, and pathways forward. PHAIDRA repository, University of Vienna. https://doi.org/10.25365/phaidra.532_31

 

Lorenzo, F., Cvikic, L., Llinares, A., De Boer, M., Adadan, E., Arias-Hermoso, R., Ćaleta, M., Demirkol Orak, S., Evnitskaya, N., Glasnović Gracin, D., Granados, A., Guzmán-Alcón, I., Kasprzak, M., Lehesvuori, S., Miloshevska, L., Özdemir, H., Piacentini, V., del Pozo, E., Roquet, H., Bagalová, D., & Ting, T. (2024). Assessing disciplinary literacy with CEFR descriptors: History, Mathematics and Science. A paper by CLILNetLE Working Group 2. V1. PHAIDRA repository, University of Vienna. https://doi.org/10.25365/phaidra.532_30​​

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Guzmán-Alcón, I. (2022). Language attitudes and third language writing in a multilingual educational context. Language Value, 15 (1), 30-51, https://doi.org/10.6035/languagev.6217        

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Guzmán-Alcón, I; & Portolés, L .(2021). In-service teachers’ language attitudes in the Valencian educational system: theeffect of the school language programme and the L1. Caplletra. Revista Internacional de Filologia, 71, 121-46, DOI:10.7203/Caplletra.71.21034

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Guzmán-Alcón, I. (2019). Investigating the Application of Communicative Language Teaching Principles in Primary-Education: A Comparison of CLIL and FL Classrooms. English Language Teaching, 12( 2), 88 - 99. DOI: 10.5539/elt.v12n2p88

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Guzmán-Alcón, I. (2019). Teachers’ language use and attitudes towards multilingual education in primary education. Lenguaje y Textos, 50, 107-111. https://doi.org/10.4995/lyt.2019.11475

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Book chapters

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Guzmán-Alcón, I. (forthcoming). Pragmatic Outcomes in English: The Role of Socioeconomic Status and CLIL. In I. Guzmán-Alcón & R. Nightingale (Eds.), New Directions in Instructional Pragmatics Research (pp. 91-110) Peter Lang. 

 

Guzmán-Alcón, I. (2022). Exploring teachers' role and student's perceptions of learning in CLIL. In S.Gala-Pellicer (Eds.), Innovación educativa aplicada a la enseñanza de la lengua (pp.93-109). Dykinson​​​

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Books and Edited volumes
 

Guzmán-Alcón, I., & Nightingale, R. (Eds.)(forthcoming). New directions in instructional pragmatics research. Peter Lang.

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