SALA
The SALA project general aims: Language acquisition in study abroad, formal instruction and content-and-language integrated (CLIL) contexts - PI Carmen Pérez Vidal
The SALA-Project team has been working on the effects of different learning contexts on learners' linguistic progress and individual growth. We analyse secondary and tertiary level bilingual, trilingual and multilingual language learning/acquisition. The contexts we analyse and contrast are Formal Instruction (FI), Study/Residence Abroad (SA), and Integrated Content and Language (ICL), more specifically referred to as English-Medium Instruction (EMI) or Content and Language Integrated Learning (CLIL). We have put forward the 'Combination and Complementarity of Contexts' model. The model claims that each context offers learners with different complementary opportunities for practice and making progress in their target language/s. As a result learners acquire a multilingual profile which enhances their academic profiles and their future career opportunities. In that respect, we are also interested in the design and implementation of linguistic policies and programmes at secondary and tertiary level and have published on this topic. SALA is based at two Spanish universities, Universitat Pompeu Fabra in Barcelona, and Universitat de les Illes Balears in Palma de Mallorca.
Main publications
Zaytseva, V., Miralpeix, I. & Pérez-Vidal, C. (2019, online first) “ESL written development at home and abroad: Taking a closer look at vocabulary”. International Journal of Bilingual Education and Bilingualism, 1-17. https://doi.org/10.1080/13670050.2019.1664392
Zaytseva, V., Miralpeix, I., & Pérez-Vidal, C. (2019, online first). "The Effects of Contexts on the Acquisition of Oral Lexical Ability in English as a Foreign Language" The Language Learning Journal, 1-16. https://doi.org/10.1080/09571736.2019.1656766
Geogeghan, L. & Pérez-Vidal, C. (2019). “The effects of context and input conditions on oral and written development: A Study Abroad perspective”. In M. Howard (ed.). The effects of input on foreign language learning ( pp. 103_135). Clevedon: Multilingual Matters.
Ament J, Barón-Páres J, & Pérez-Vidal C. (2019). «On the use of textual pragmatic markers: a comparison between native speakers and English-medium instruction learners». Special edition: Pragmatic Markers and their Functions: Applied Perspectives, The Journal of Pragmatics (In press Available on line Oct 2019)
Ament J, Barón-Páres J & Pérez-Vidal C. (2019).) «The Effects of English-medium Instruction on the use of pragmatic markers and their role in Pragmatic Fluency». Pragmatics 284 (pp. 571-554).
Ament, J., Barón-Páres, J. & Pérez-Vidal, C. (2019). A focus on the development of the use of interpersonal pragmatic markers and pragmatic awareness among English-medium instruction learners.In Sánchez-Hermandez, Adriana & Herraiz, Anna Learning second language pragmatics beyond traditional contexts. 111-145. Peter Lang, Berlin.
Pérez-Vidal, C. & Shiveley, R. (2018). L2 Pragmatic development in Study Abroad settings. In N. Taguchi, (ed.). The Routledge Handbook of Pragmatics (Chapter 24). NewYork/London: Routledge, Taylor and Francis Group.
Zaytseva, V., Miralpeix, I. & Pérez-Vidal, C. (2018). Vocabulary acquisition and Study Abroad: a comprehensive review of the research and some methodological considerations. In C. Sanz. & A, Morales-Front (eds.). The Routledge Handbook of Study Abroad Research and Practice. NewYork/London: Routledge, Taylor and Francis Group.
Pérez-Vidal, C. (2017). ‘Practice makes best: contrasting learning contexts, comparing learner progress’. Multilingualism and L2 acquisition. New Perspectives on current research (pp. 61-79). Y. Ruiz de Zarobe & Ruiz de Zarobe, L. (eds.). London/New York: Routledge. Taylor & Francis Group
Pérez-Vidal, C. (2017). La atención a la forma en las aulas de integración de contenidos y lengua en la educación superior. In C. Escobar Urmeneta & L. Arnau (eds.), Los retos de la internacionalización de los grados universitarios en el contexto del Espacio Europeo de Educación Superior (pp.61-70). Madrid:Síntesis.
Pérez-Vidal, C., N. Lorenzo & Trenchs-Parera, M. (2016). Les llengües en l’ educació: el plurilingüisme. In J.M. Vilalta (ed.) Reptes de l’Educació a Catalunya. Anuari 2015 (pp. 141-197). Barcelona: Fundació Jaume Bofill.
Pérez-Vidal, C. (2015). Practice makes best: contrasting learning contexts, comparing leaner progress. International Journal of Multilingualism 12 (4): 435-470, 2015. Special issue: Multilingualism and L2 acquisition: New perspectives on current research
Roquet, H. and Perez-Vidal, C. (2015). Do productive skills improve in content and language integrated learning (CLIL) contexts? The case of writing. Applied Linguistics. DOI:10.1093/applin/amv050.
Roquet, H., Llopis, J. and Perez-Vidal, C. (2015). Does gender have an impact on the potential benefits learners may achieve in two contexts compared: FI and FI+CLIL? International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2014.992389.
Perez-Vidal, C. and Roquet, H. (2015). ‘The linguistic impact of a CLIL Science programme: An analysis measuring relative gains. In M.P. Garcia Mayo (ed.) Learning Language and Content Through Tasks: Exploring the Interfaces, System, 54: 80-89. DOI: 10.1016/j.system.2015.05.004
Lara, R.; Mora, J.C.; Pérez-Vidal, C. (2015). How long is long enough? L2 English Development through study abroad programmes varying in duration. Innovation in Language Learning and Teaching. 9(1): 46-57.
Pérez-Vidal, C. (2015). Languages for all in education: CLIL and ICLHE at the crossroads of Multilingualism, Mobility and Internationalisation. In Juan-Garau, M. & Salazar-Noguera, J. (eds.) Content based learning in Multilingual Educational Environments (pp31-51). Springer Verlag.
Pérez-Vidal, C. & Roquet, H. (2015). CLIL in context: Profiling Language abilities. In Juan-Garau, M. & Salazar-Noguera, J. (eds.) Content based learning in Multilingual Educational Environments (237-255). Springer Verlag.
Juan-Garau, M. & Salazar-Noguera, J. (2015). Content-Based Learning in Multilingual Education Environments. Berlin: Springer.
Pérez-Vidal, C. (Ed.). (2014). Second Language Acquisition in Study Abroad and Formal Instruction Contexts. Amsterdam: John Benjamins.
Avello, P., Mora, J.C. & Pérez-Vidal, C. (2012). Perception of foreign accent y non-native listeners in a Study Abroad Context. Research in Language 10 (1).
Pérez-Vidal, C., Juan-Garau, M., Mora, J.C. & Valls-Ferrer, M. (2012). Oral and written development in formal instruction and study abroad: Differential effects of learning contexts. In Muñoz, C. (ed.) Intensive exposure experiences in second language learning (pp.213-234). Clevedon: Multilingual Matters.
Pérez-Vidal, C. (2011). Language acquisition in three different contexts of learning: Formal instruction, Study Abroad and Semi-immersion (CLIL). In Y. Ruiz de Zarobe, J.M. Sierra & F. Gallardo del Puerto (eds.) Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (pp. 25-35). Bern/Berlin: Peter Lang.
Pérez-Vidal, C., Juan-Garau, M. & Mora, J.C. (2011). The effects of formal instruction and study abroad contexts on foreign language development: the SALA project. In C. Sanz, C. & R. Leow (eds.) Implicit and explicit conditions, processes, and knowledge in SLA and Bilingualism (pp. 194-215). Georgetown: Georgetown University Press.
Study Abroad (SA): The acquisition of oral and written competence
The SALA Project has a special interest in the effect on language acquisition of naturalistic contexts of learning, and more specifically Study Abroad (SA) or Residence Abroad contexts. We focus on the impact of SA programmes organised at higher education level. We mostly work with Erasmus exchange data. We have also conducted a study with SA at secondary education level. EFL formal instruction learners' general language proficiency is analysed before and after experiencing a SA context. Alls skills are scrutinized and more specifically oral and written production.
1. Oral production: CAF
We have studied how oral production, and more specifically fluency, complexity accuracy and rhythm progress abroad, in contrast with formal instruction, and during SA programmes of different length (3 months vs. 6 months). More specifically we have analysed foreign-accentedness and comprehensibility, and pronunciation in general. We are interested in the pedagogic issues around the dimension of 'accent' in foreign language learning.
Main publications
Avello, P. (2013). L2 Phonological Development in Speech Production during Study Abroad. PhD dissertation. Barcelona: Universitat Pompeu Fabra.
Avello, P., Mora, J. C. and Pérez-Vidal, C. (2012). Perception of FA by Non-Native Listeners in a Study Abroad Context. Research in Language 10(01): 63-78.
Mora, J.C. and Valls-Ferrer, M. (2012). Oral Fluency, Accuracy and Complexity in Formal Instruction and Study Abroad Contexts. TESOL Quarterly 46(4): 610-641.
Valls-Ferrer, M. (2011). The Development of Oral Fluency and Rhythm during a Study Abroad Period. PhD dissertation. Barcelona: Universitat Pompeu Fabra.
Lara, R. (In progress). The development of oral complexity in short and long: Study Abroad effects. Universitat Pompeu Fabra.
2. Oral production: Long-term retention effects
We have analysed the retention effects (or loss) of progress made during residence abroad.
Main publications
Mehotcheva, T. (2010). After the fiesta is over: Foreign Language Attrition of Spanish in Dutch and German Erasmus Students. PhD dissertation. Barcelona: Universitat Pompeu Fabra & Gröningen University.
Zaytseva, V. (In progress). The long-term effects of a Study Abroad on the acquisition of the lexicon: the case of Catalan-Spanish learners of English. Universitat Pompeu Fabra.
3. Written production: CAF and FLASC
We have studied the degree of progress in written Complexity, Fluency and Accuracy while abroad. We have also contrasted it with the development of those domains in oral production. We have identified a new set of features which together give a more comprehensive account of written performance (Fluency, Lexical Richness, Accuracy, Correction, Syntactic Complexity and Variety, and Cohesion-FLASC). We are also interested in the pedagogic dimension of writing.
Main publications
Barquin, E. (2012). Writing Development in a Study Abroad Context. PhD dissertation. Barcelona: Universitat Pompeu Fabra.
Pérez-Vidal, C., Juan-Garau, M., Mora, J. C. and Valls-Ferrer, M. (2012). Oral and written development in formal instruction and study abroad: differential effects of learning context. In C. Muñoz (Ed.), Intensive Exposure Experiences in Second Language Learning (pp. 213-233). Bristol: Multilingual Matters.
Pérez-Vidal, C. and Juan-Garau. (2011). The effect of context and input conditions on oral and written development: A study abroad perspective. International Review of Applied Linguistics in Language Teaching 49(2): 157-185.
Content and Language Integrated Learning (CLIL): The acquisition of oral and written competence
The SALA Project has analysed the language progress EFL learners make when experiencing a European Content and Language Integrated Learning (CLIL) approach to education in which curricular subjects are taught through the medium of English at both secondary and higher education level. Learners go through EFL formal instruction alongside with CLIL. All skills have been scrutinized, reading, writing, listening and speaking. Another main context we have analysed is that of immersion in so-called ‘international schools’.
Main publications
Gené, M., Juan-Garau, M. and Salazar-Noguera, J. (2012). A case study exploring oral language choice between the target language and the L1s in mainstream CLIL and EFL education. Revista de Lingüística y Lenguas Aplicadas 7(1): 133-146.
Juan-Garau, M. (2012). Context matters: Variability across three SLA learning settings. In E. Piechurska-Kuciel and L. Piasecka (Eds.), Variability and Stability in Foreign and Second Language Learning Contexts. Cambridge: Cambridge Scholars.
Rallo-Fabra; L. and Juan-Garau, M. (2011). Assessing FL pronunciation in a semi-immersion setting: The effects of CLIL instruction on Spanish-Catalan learners’ perceived comprehensibility and accentedness. Poznan Studies in Contemporary Linguistics 47(1): 96-108.
Tejada, I. (In progress). L’acquisition de l'anglais écrit en contextes d'immersion scolaire en Colombie. (EFL Writing acquisition in immersion schools in Colombia). Universitat Pompeu Fabra & Université Paris VIII à Saint-Denis.
Roquet, H. (2011). A Study of the Acquisition of English as a Foreign Language: Integrating Content and Language in Mainstream Education (Science). PhD dissertation. Barcelona: Universitat Pompeu Fabra.
Sanz, C. and Leow, R.P. (Eds.) (2011) Implicit and Explicit SLA & Bilingualism: Conditions, Processes and Knowledge. Washington, DC: Georgetown University Press.
Funded projects
1. COORDINATED PROJECT UPF-UIB: "Combination and complementarity of three contexts in the acquisition of English. Stay Abroad (SA), Integrated Content and Language (ICL), and Formal Instruction (FI)." // "Combinación y complementariedad de tres contextos de adquisición del inglés. Estancias internacionales, enfoque integrado de contenidos y lengua, e instrucción formal."
Funding institution: Ministerio de Ciencia e Innov. (MICINN) (FFI2010-21483-C02-01/02)
Partners: Universitat Pompeu Fabra i Universitat de Les Illes Balears.
Principal investigator: C. Pérez Vidal
Members: 19 (2011 - 2013)
2. "Combination and complementarity of three contexts in the acquisition of English. Stay Abroad (SA), Integrated Content and Language (ICL), and Formal Instruction (FI) at advanced levels. Language practice, virtual environments, professional and competency-based impact." // "Combinación y complementariedad de tres contextos de adquisición del inglés a nivel avanzado. Práctica lingüística, entornos virtuales, e impacto competencial y profesional."
Funding institution: Ministerio de Ciencia e Innov. (MICINN) (FFI2010-21483-C02-01)
Partners: Universitat Pompeu Fabra
Principal investigator: C. Pérez Vidal
Amount: 35,000€
Members: 9 (2011 - 2013)
3. "Combination and complementarity of three contexts in the acquisition of English. Stay Abroad (SA), Integrated Content and Language (ICL), and Formal Instruction (FI) at intermediate levels. Language practice, virtual environments, professional and competency-based impact." // "Combinación y complementariedad de tres contextos de adquisición del inglés a nivel intermedio. Práctica lingüística, entornos virtuales y desarrollo competencial"
Funding institution: Ministerio de Ciencia e Innov. (MICINN) (FFI2010-21483-C02-02)
Partners: Universitat Pompeu Fabra
Principal investigator: María Juan-Garau
Amount: 33,000€
Members: 10 (2011 - 2013)
4. COORDINATED PROJECT UPF-UIB: "Context, contact and competence level in the Acquisition of English. A Comparative Study of Three Learning Environments and their Linguistic and Emotional Impact: Formal Instruction (FI), Stay Abroad (SA) and Integrated Content and Language (ICL)." // "Contexto, contacto y nivel de competencia en la adquisición del inglés lengua extranjera. Tres entornos de aprendizaje y su impacto lingüístico y emocional: Instrucción formal, estancias y EICLE."
Funding institution: Ministerio de Ciencia y Tecnología (HUM2007-66053-C02-01/02)
Partners: Universitat Pompeu Fabra i Universitat de Les Illes Balears
Principal investigator: Carmen Pérez-Vidal
Members: 19 (2008 - 2010)
5. "Context, contact and competence level in the Acquisition of English as a foreign language. Gradation in the development of oral and written skills at advanced levels." // "Contexto, contacto y nivel de competencia en la adquisición del inglés como lengua extranjera. Gradación en el desarrollo de habilidades orales y escritas a niveles superiores."
Funding institution: Ministerio de Ciencia y Tecnología (HUM2007-66053-C02-01)
Partners: Universitat Pompeu Fabra
Principal investigator: Carmen Pérez-Vidal
Amount: 36,500€
Members: 9 (2008 - 2010)
6. "Context, contact and competence level in the Acquisition of English as a foreign language. Gradation in the development of oral and written skills at advanced levels." // "Contexto, contacto y nivel de competencia en la adquisición del inglés como lengua extranjera. Gradación en el desarrollo de habilidades orales y escritas a niveles superiores."
Funding institution: Ministerio de Ciencia y Tecnología (HUM2007-66053-C02-02)
Partners: Universitat de Les Illes Balears
Principal investigator: M. Juan Garau
Amount: 29,000€
Members: 10 (2008 - 2010)
7. Consolidated research group of the Catalan government. (2009-SGR140). “Language Acquisition from Multilingual Catalonia” (ALLENCAM). // Grup consolidat de recerca de la Generalitat de Catalunya. (2009-SGR140). Adquisició de llengües des de la Catalunya multilingüe (ALLENCAM).
Funding institution: Direcció Universitària de Recerca i Societat de la Informació-Generalitat de Catalunya.
Partners: Universitat Pompeu Fabra i Universitat de les Illes Balears.
Principal investigator: C. Pérez Vidal
Members: 23 (2009 - 2013)
8. Research Network (ReN) "Study Abroad and Language Learning"
Funding institution: AILA (Asociación Internacional de Lingüística Aplicada)
Principal investigators: C. Pérez-Vidal (UPF) & M. Howard (University College Cork, Ireland)
Members: 23 (2010 - 2014)
Participation in funded projects
1. "The challenges of the multilingual and multicultural learning space in the international university ‘IntlUni’." ERASMUS Academic Network (526646-LLP-1-2012-1-DK-ERASMUS-ENW).
Funding institution: DG Educación y Cultura-Comisión Europea 'Lifelong Learning Programme'.
Partners: 28 Eurpean Institutions
Principal investigator: Karen Lauridsen (Aarhus University, Denmark).
Amount of the subvention: 1,120,000 Euro (highest amount funded by EU Commission (EUR 612,348)
Members: 38 (2012-2015).
2. "Motivating learners to learn languages MOLAN." ERASMUS Academic Network
Funding institution: DG Educación y Cultura-Comisión Europea 'Lifelong Learning Programme'.
Partners: 28 Eurpean Institutions
Principal investigator: Wolfgang Masckiewizc (Freier Universität, Berlin).
Amount of the subvention: 1,000,00 euros
Members: 28 (2009-2012).
3. "Apprendere l’Europa attraverso le lingue.
Funding institution: Comisión Europea Programa sectorial Leonardo Da Vinci (LEONARDO LLP-LDV/TOI/08/IT/581).
Partners: King’s College, Londres: I-I- Des Ambrois, Italia; ONECO, Sevilla; Universitat de Augsburg, Austria; USR Lombardia, Francia; Universitat Pompeu Fabra, Espanya.
Principal investigator: (Des Ambrois, Italy)
Amount of the subvention: 33,720 euros.
Members: 7 (2008 - 2011).
Previously funded projects
1. Consolidated research group of the Catalan government. (2005-SGR1086). “Language Acquisition from Multilingual Catalonia” (ALLENCAM). // "Grup consolidat de recerca de la Generalitat de Catalunya (2005-SGR01086). Adquisició de llengües des de la Catalunya multilingüe" (ALLENCAM).
Funding institution: Direcció Universitària de Recerca i Societat de la Informació-Generalitat de Catalunya.
Partners: Universitat Pompeu Fabra, Universitat Autònoma de Barcelona, Universitat de Ottawa, City University of New York, Georgetown University, University College London i Universitat de Les Illes Balears.
Principal investigator: C. Pérez Vidal
Amount of the subvention: 38,600 Euro.
Members: 20 (2005-2008).
2. "The 'Stay Abroad' factor in the acquisition of English as a foreign language. Short-term effects and success variables. Contrast with formal instruction." // "El factor estancia en el país de la lengua meta en la adquisición de una lengua extranjera (inglés). Efectos a corto plazo y variables de éxito. Contraste con la instrucción formal."
Funding institution: Ministerio de Ciencia y Tecnología (HUM-2004-05442-C02-01).Partners: Universitat Pompeu Fabra i Universitat de Les Illes Balears.
Principal investigator: C. Pérez Vidal
Members: 10. (2004-2007).
3. "The Advanced Level Programme in Multilingual Education" (ALPME)
Funding institution: Comissió Europea (Sócrates I-Erasmus) ( 28535-IC-4-1999-1-ES-ERASMUS-EPS-1).
Partners: Universitat de Nottingham; Trinity College, Dublin, Universitat de Estrasburgo; Institut IVLOS, Amsterdam; Universitat Ca’Foscari, Venecia; Universitat de Jyväskylä, Finlandia; VUB/ULB de Bruselas, Universitat de Wuppertal; Universitat Pompeu Fabra.
Principal investigator: C. Pérez Vidal
Amount of the subvention:40.578 euros.
Members: 8. (2001-2004)
PhD dissertations
Defended
Carmen del Río, 2013. Perceived Foreign Accent and Comprehensibility in the Oral Production of Adolescent Learners of English. Study Abroad vs. At Home Learning Contexts. PhD supervisors: Dr. Carmen Pérez-Vidal (UPF) and Dr. María Juan-Garau (UIB).
Pilar Avello, 2013. L2 phonological development in speech production during study abroad. Universitat Pompeu Fabra. PhD supervisors: Dr. Carmen Pérez-Vidal (UPF) and Dr. Joan C. Mora (Universitat de Barcelona). Doctorate 'cum laude'. European Mention.
Karen Jacob, 2013. A Transcultural Approach to EIL in Secondary Education: A Case Study. Universitat de les Illes Balears. PhD supervisors: Dr. Maria Juan-Garau (UIB) and Dr. José Igor Prieto-Arranz (UIB). Doctorat 'cum laude'. Defence 20th September 2013.
Elisa Barquin, 2012. Writing development in a Study Abroad context. Universitat Pompeu Fabra. PhD supervisors: Dr. Carmen Pérez-Vidal (UPF) and Dr. Aurora Bel (UPF). Doctorate 'cum laude'. European Mention.
Margalida Valls, 2011. The development of oral fluency during a Study Abroad period: suprasegmental phenomena. Universitat Pompeu Fabra. PhD supervisors: Dr. Carmen Pérez-Vidal (UPF) and Dr. Joan C. Mora (Universitat de Barcelona). Doctorate 'cum laude'. European Mention.
Helena Roquet, 2011. A Study of the Acquisition of English as a Foreign Language: Integrating Content and Language in Mainstream Education (Science). PhD supervisor: Dr. Carmen Pérez-Vidal (UPF). Doctorate 'cum laude'. European Mention.
Teodorahristova Mehotcheva, 2010. After the fiesta is over: Foreign Language Attrition of Spanish in Dutch and German Erasmus Students. Universitat Pompeu Fabra and Gröningen University. PhD supervisors: Dr. Carmen Pérez-Vidal (UPF) and Dr. Monika Schmid (Gröningen University). Doctorate 'cum laude'. European Mention and double doctorate degree.
Antonio Bruyèl Olmedo, 2010. English as the Lingua Franca of Multilingual Tourist Destinations: The Linguistic Landscape of the Bay of Palma de Mallorca. Universitat de les Illes Balears. PhD supervisor: Dr. María Juan-Garau. Doctorate 'cum laude'.
Leticia Vicente Rasoamalala, 2009. Teachers’ reactions to foreign language learners’ output. Universitat de Barcelona. PhD supervisors: Dr. Maria Luz Celaya (Universitat de Barcelona) and Dr. Carmen Pérez Vidal (UPF).
Mónica Marcos Llinás, 2006. Affective Variables in Language Learning. Universitat de les Illes Balears. PhD supervisor: Dr. María Juan-Garau. Doctorate 'cum laude'.