{"id":937,"date":"2025-03-25T12:20:42","date_gmt":"2025-03-25T12:20:42","guid":{"rendered":"https:\/\/ahi.maynoothuniversity.ie\/multilingualism-interculturalism-social-cohesion\/?p=937"},"modified":"2025-03-25T12:21:50","modified_gmt":"2025-03-25T12:21:50","slug":"publications","status":"publish","type":"post","link":"https:\/\/ahi.maynoothuniversity.ie\/multilingualism-interculturalism-social-cohesion\/research\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n

Reference: Witte, Arnd (2023): Bringing the Body into Play: The corporeal aspect in second language acquisition. Modern Language Journal<\/em>, 107<\/em>, 693\u2013712. 
Link: https:\/\/doi.org\/10.1111\/modl.12861<\/a> (Open Access) <\/p>\n\n\n\n

Reference: Witte, Arnd (2023): Von der Produkt- zur Prozessorientierung: (Info-) DaF-Trends in den 1990er Jahren. Informationen Deutsch als Fremdsprache <\/em>(Info DaF<\/em>), 50, 611\u2013623. 
Link: https:\/\/doi.org\/10.1515\/infodaf-2023-0072<\/a> <\/p>\n\n\n\n

Reference: Witte, Arnd (2014): Blending Spaces: Mediating and Assessing Intercultural Competence in the L2 Classroom. Boston\/Berlin: De Gruyter Mouton. 
Link: https:\/\/www.tesl-ej.org\/pdf\/ej75\/r2.pdf<\/a>  <\/p>\n\n\n\n

Reference: Alomeri, H., Sanoudaki, E. Tamburelli, M., and Kotzoglou, G. (2016) Diglossia and EFL: the case of Arabic prepositions. Oral presentation at the International Conference on Bilingualism in Education, Bangor University, 10-12 June 2016. 
Link to the article: http:\/\/bilingualism-in-education.bangor.ac.uk\/documents\/BOOKOFABSTRACTS%20Final.pdf<\/a> <\/p>\n\n\n\n

Reference: Zalbidea, J. (2024). Variability in heritage and second language writers\u2019 linguistic complexity: Roles of proficiency and motivational beliefs. Studies in Second Language Acquisition,<\/em> 46<\/em>(2), 330-353. 
Link: https:\/\/doi.org\/10.1017\/S027226312300058X<\/a>  <\/p>\n\n\n\n

Reference: Zalbidea, J., Pascual y Cabo, D., Loza, S., & Luque, A. (2023). Spanish heritage language learners\u2019 motivational profile in the postsecondary classroom: Insights from psychological network modeling. Studies in Second Language Acquisition, 45<\/em>(4), 979-1003. 
Link: https:\/\/doi.org\/10.1017\/S0272263123000025<\/a>  <\/p>\n\n\n\n

Reference: Zalbidea, J., Issa, B., & Faretta-Stutenberg, M. (2022). \u2018Brief but mighty\u2019? Sustained L2 learning and perceived psychobehavioral benefits after short-term study abroad. Modern Language Journal, 106<\/em>(2), 411-428. 
Link: https:\/\/doi.org\/10.1111\/modl.12777<\/a>  <\/p>\n\n\n\n

Reference: Moranski, K., & Zalbidea, J. (2022). Context and generalizability in multisite L2 classroom research: The impact of deductive versus guided inductive instruction. Language Learning, 72<\/em>(1), 41-82.
Link: https:\/\/doi.org\/10.1111\/lang.12487<\/a>  <\/p>\n\n\n\n

Reference: Prada P\u00e9rez, A. de, Feroce, N. (2023). Mechanical vs. Functional processes in subject pronoun expression in Spanish second language learners. In Barbara E. Bullock, Cinzia Russi & Almeida Jacqueline Toribio (eds.), A half century of Romance linguistics: Selected proceedings of the 50th Linguistic Symposium on Romance Languages<\/em>, 299\u2013321. Berlin: Language Science Press. DOI: 10.5281\/zenodo.7525118 
Link:  https:\/\/langsci-press.org\/catalog\/book\/369<\/a>  <\/p>\n\n\n\n

Reference: Prada P\u00e9rez, A. de, Feroce, N., Kennedy, L. (2023). The use of default forms in codeswitching: Mood selection in Spanish. Linguistic Approaches to Bilingualism<\/em>, 13<\/em>, 4, 439 \u2013 467.
Link: https:\/\/benjamins.com\/catalog\/lab.20107.dep<\/a> <\/p>\n\n\n\n

Reference: Feroce, N., de Prada P\u00e9rez, A., & Kennedy, L. (2021). What Can L2ers Tell Us about Codeswitching? Mood Selection in Spanish. Languages<\/em>, 6<\/em>(4), 200.
Link: https:\/\/doi.org\/10.3390\/languages6040200<\/a> <\/p>\n\n\n\n

Reference: Prada P\u00e9rez, A. d., G\u00f3mez Soler, I., & Feroce, N. (2021). Variable Future-Time Expression in Spanish: A Comparison between Heritage and Second Language Learners. Languages<\/em>, 6<\/em>(4), 206.
Link: https:\/\/doi.org\/10.3390\/languages6040206<\/a> <\/p>\n\n\n\n

Reference: Kharchenko<\/strong>, Y., & Chappell, P. (2019). English-only policy in an ELICOS setting: Perspectives of teachers and students. English Australia Journal<\/em>, 35<\/em>(1), 18\u201341.
Link: EAJ35.1_web<\/a>  <\/p>\n\n\n\n

Reference: Bodis, A., Reed, M., & Kharchenko<\/strong>, Y. (2020). Microteaching in isolation: Fostering autonomy and learner engagement through VoiceThread. International Journal of TESOL Studies<\/em>, 2<\/em>, 1\u201312.  
Links: https:\/\/doi.org\/10.46451\/ijts.2020.09.14<\/a> | Articles – TESOLUNION.ORG<\/a> <\/p>\n\n\n\n

Reference: Reed, M., Kharchenko<\/strong>, Y., & Bodis, A. (2024). Sustainability in English language teacher education: Preparing teachers for an unknown future<\/a>. In N. Nazari & M. Riazi (Eds.), Adaptable English Language Teaching<\/em>. Routledge. 
Link: https:\/\/www.taylorfrancis.com\/chapters\/edit\/10.4324\/9781003361701-4\/sustainability-english-language-teacher-education-melissa-reed-yulia-kharchenko-agnes-bodis?context=ubx&refId=28a9ea06-6cd7-4c2c-adcb-3241c4ee0ded<\/a>  <\/p>\n\n\n\n

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