Maria Juan-Garau

Maria Juan-Garau
University of the Balearic Islands | UIB · Departamento de Filología Española, Moderna y Clásica

PHD

About

59
Publications
45,239
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
1,331
Citations
Additional affiliations
October 1995 - present
University of the Balearic Islands
Position
  • Associate Professor in English Applied Linguistics
Description
  • Maria Juan-Garau's research has focused on bilingualism, multilingualism and second/foreign language acquisition. She is currently interested in the influence of learning context and in internationalization practices in the classroom.

Publications

Publications (59)
Article
Full-text available
The term “transgression” is traditionally associated with the infringement of what is prescribed. However, a closer look at its nature suggests that it is an integral part of the norm, as well as a starting point for innovation, in this case linguistic. The study focuses on the linguistic landscape (LL) of Spain, where five official languages share...
Article
Full-text available
This article provides qualitative information chronicling the study-abroad experiences of eight Erasmus+ students. Data were obtained from the analysis of focus-group discussions, e-journal narratives, plus background and language contact questionnaires. Combined, such data illustrate the participants’ discursive positions on their socialisation pa...
Chapter
Full-text available
In contrast to the sizeable number of studies based on the stays abroad of higher education students (e.g., Isabelli-Garcia, 2006; Juan-Garau, Salazar-Noguera, & Prieto-Arranz, 2014; Murphy-Lejeune, 2003), there is still a dearth of research on the effects of sojourns abroad during secondary education, although research indicates that these may be...
Article
Full-text available
Arran de l’increment de la mobilitat i els fenòmens migratoris, al voltant de 244 milions de persones al món són migrants. Aquesta tendència ha fet de la diversitat una de les principals característiques de les societats contemporànies. En aquest context el multilingüisme ha esdevingut un bé preuat i, en conseqüència, s’incentiva l’aprenentatge de...
Chapter
The relationship between tourism and languages is attracting increasing scholarly interest. The emergence of linguistic landscape studies has favoured research on the impact of mass tourism on minority languages. While certain scholars advocate for the presence of these languages in the tourist public space as tokens of authenticity, others fear co...
Article
Full-text available
Since its early studies, linguistic landscape has been approached from an increasing number of perspectives, which include the relative weight of languages in the signage of international holiday resorts. However, the coexistence of varieties of a given language in a single destination remains to be addressed. The research adopts a corpus-based app...
Chapter
Full-text available
Various studies (Seikkula-Leino 2007; Pihko 2007; Doiz, Lasagabaster & Sierra 2014) carried out in secondary education have demonstrated the motivating effects of content-and-language-integrated-learning (CLIL) programmes. However, they also indicate some problems with students’ self-concept in foreign languages caused by the difficulties encounter...
Article
Full-text available
Attitudes and motivation seem decisive in successful language learning (Dörnyei, Csizér, and Németh 2006. Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters.). Research in Spanish multilingual contexts analysing the influence of the L1 on attitudes and motivation to learn foreign languages (FL)...
Article
Languages are a defining identity component, intrinsic to all individuals and societies. Identities are not fixed but ever fluctuating, hence the process of learning a second or foreign language may entail a negotiation of shifting identities, modifying positioning, attitudes and beliefs. Departing from this premise, in multilingual contexts the po...
Article
is article critically examines the most challenging aspects of the methodology used in a previous study aimed at measuring the longitudinal impact of Content and Lan- guage Integrated Learning (CLIL) on the compositions in English as a Foreign Lan- guage (EFL) produced by Spanish secondary education learners. A pretest/posttest design with repeated...
Article
Full-text available
The present article sets out to provide an overall picture of the acquisition of speaking abilities in a given second language acquisition (SLA) learning context, namely study abroad (SA), so as to ascertain whether SA can indeed ‘do the trick’, as it is popularly assumed, and, if so, under which conditions.Section 1 will characterise the SA contex...
Chapter
With the aim of broadening existing evidence that willingness to communicate (WTC) is strongly affected by learning context, this chapter examines WTC and achievement in CLIL (Content and Language Integrated Learning) and non-CLIL learning contexts, a clearly under-researched area. It also aims to ascertain whether there is a relationship between l...
Article
Full-text available
Research on writing development in content and language integrated learning (CLIL) settings is still inconclusive. This study intends to make a contribution in this respect by presenting longitudinal findings on the development of written complexity, accuracy and fluency (CAF) in secondary education CLIL and non-CLIL learners. Participants in the s...
Article
Full-text available
The relationship between language and tourism is still an incipient area of enquiry. Within it, the study of the linguistic landscape (LL) of holiday destinations affords useful information on the role that minority languages play in the tourist–host interplay, which has received scant attention. Based on a 736-picture corpus, the paper addresses t...
Chapter
Full-text available
This chapter establishes the relevance of content-based learning in the promotion of multilingualism on the global scale. It presents an insight into content-based language teaching (CBLT) in some of the various forms it takes, particularly content and language integrated learning (CLIL). In so doing, we intend to set the scene for the present volu...
Chapter
Full-text available
This chapter presents background information against which to interpret the findings presented in Chapters 8–14 of the present volume. The data analysed in these chapters have been gathered as part of the COLE (Combination of Contexts for Learning) project, a state-funded research project based in Catalonia and the Balearic Islands (Spain), two off...
Chapter
Full-text available
The spread of content and language integrated learning (CLIL) has attracted the attention of researchers in recent years. Although some studies investigate language outcomes in CLIL contexts, few of them have focussed exclusively on written competence, and thus results in writing are still scarce and somewhat contradictory. The present chapter make...
Chapter
Full-text available
Research on the impact of immersion programmes on second language acquisition has generally shown benefits in comprehension and fluency, while lexico-grammatical accuracy has been found to lag behind. Nevertheless, empirical evidence on the development of lexico-grammatical competence in CLIL contexts is still scanty. Thus, the current study intend...
Book
The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially Euro...
Article
Full-text available
Over the last decades, the amount of research on heritage language (HL) use and maintenance has increased exponentially, and a picture is beginning to emerge of the developmental patterns that are seen to take place and of the main factors that impinge on HL use and maintenance in increasingly multilingual set- tings. The present paper aims at prov...
Article
Full-text available
The current study proposes to analyze the positive effects that Content-and¬Language-Integrated-Learning (CLIL) instruction can have on the development of negotiation strategies, which are an essential part of interaction. Thus, in order to see whether CLIL instruction furthers any linguistic development in this respect, we are going to examine whi...
Chapter
Full-text available
This chapter explores the effects of a three-month study abroad (SA) period on fifty-seven advanced learners of L3 English. More specifically, the study focuses on effects on the participants’ lexico-grammatical competence (measured through cloze and sentence rephrasing tests) and their interface with possible motivational changes. The analysis con...
Chapter
Full-text available
he present study examines the effects on oral accuracy of a three-month Study Abroad (SA) period on forty-three advanced-level L3 English learners. It analyses the gains accrued in the SA context in the light of the gains derived from the preceding and subsequent Formal Instruction (FI) environment as well as the impact of contact during SA. It als...
Chapter
Full-text available
SLA research has foregrounded the role of motivation and beliefs in successful language learning. However, little is known about how they are affected by short stays abroad (SA). This chapter breaks new ground by examining context- sensitive changes in these affective factors in advanced-level English learners. To explore the short-, long-term and...
Chapter
Full-text available
This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility. The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-ter...
Chapter
This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility. The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-ter...
Article
Full-text available
Linguistic landscape studies increasingly focus on the variables that intertwine to generate the meaning of texts on display. International tourist resorts, largely multilingual, reveal how languages in signage combine and respond to the sociolinguistic profile of their readership. However, these settings have received scant attention in the lingui...
Chapter
Full-text available
ABSTRACT The study of multilingual competencies and their transfer to the professional world is still in its infancy. This case study attempts to make a contribution to a better understanding of the self-perception of multilingualism and multiculturalism in the context of higher education together with the perception students have of the potential...
Article
Full-text available
The rise of English as an international language (EIL) has brought to light the needs of those who speak it as an additional language. This has in turn radically reshaped the role of culture in the EIL classroom, which may now aim at developing critical transcultural awareness. By reporting on a joint initiative undertaken by three schools in two c...
Article
Full-text available
This case study explores the purposes for which the target language (TL) and the L1s were used orally by students (N=60) and teachers (N=3) in a mainstream CLIL secondary education context compared to EFL instruction in the Balearic Islands (Spain). Data were gathered by means of questionnaires addressed to students and teachers, oral interviews to...
Article
Full-text available
This article aims at describing and explaining the effects of a period of Study Abroad spent in the target language country (SA) on foreign language development. Such effects are analysed in the short- and mid-term and in contrast with the impact of a period of formal instruction (FI) previously spent in the home country (AH). It is hypothesised th...
Article
Full-text available
English has become the lingua franca of international exchanges. This is reflected in sociolinguistic studies of linguistic landscape (LL) which tackle the coexistence of English with local languages (e.g. Backhaus, 2007; Cenoz & Gorter, 2006; Edelman, 2006), on occasion oppressed (e.g. Niño-Murcia, 2003). However, there is little research on how E...
Article
Full-text available
Research on the effects of Study Abroad (SA) periods on learners' linguistic progress has tended to focus on oral skills, and few SA studies have focused on learners' development in writing while abroad. The subjects in the present study were 37 advanced level non-native (NNSs) university students of English on a SA programme. Written compositions...
Article
Full-text available
This article investigates the effects of language anxiety on course achievement in three foreign language proficiency levels of Spanish, namely, beginner, intermediate, and advanced. Participants completed the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz, & Cope, 1986) and a background questionnaire. Results showed that language anxie...
Book
The view that a bilingual speaker, or a speaker acquiring more than one language, is the sum of two –or more– monolinguals is proving to be a myth rather than a reality. Accordingly, this book provides a new profile of children and young people becoming bilingual or multilingual in today’s multicultural Spain. The chapters present studies on the ac...
Article
Full-text available
The present study is part of a broader developmental study on the effects of a compulsory three-month 'Stay Abroad' (SA) period on advanced level univer- sity students of translation studies, for whom English is their L3, as they are bilin- gual in Catalan/Spanish. Its objective is twofold. It seeks to analyse the gains obtained in the SA context i...
Article
Full-text available
RESUMEN. El objetivo de este artículo es presentar una base de datos de combi-naciones léxicas en el inglés científico, que se está elaborando en tres universidades españolas (Barcelona, Illes Balears y León) y está primordialmente destinada a la comunidad científica hispanohablante. La constatación de la falta de diccionarios espe-cializados que o...
Article
Full-text available
This paper examines the Aspect Hypothesis based on spontaneous oral production data collected for a longitudinal case study of a child growing up bilingual in Catalan and English in a Catalan environment (see Pérez Vidal 1995; Juan Garau 1996). Our main purpose is to focus on the development of the child's tense and aspect morphology, over the peri...
Article
Full-text available
This paper investigates the relationship between a child's degree of bilingualism and features of parental input. It seeks to demonstrate that parental discourse strategies have a direct bearing on the levels of mixing present in the child's utterances in his weaker language, English. It is based on the longitudinal study of a Catalan/English bilin...
Article
Full-text available
The present article reports on the findings of a case study of bilingual first language acquisition in Catalan and English. It first presents a general overview of a child's syntactic development from the age of 1;3 to 4;2 and then focuses on the question of subject realization in the two contrasting languages he is acquiring simultaneously. In thi...
Article
Full-text available
It is now quite widely held that language, rather than accurately reflect an outside reality, largely 'constructs and constitutes' it (Barker and Galasinski 2001: 1). Such an assumption is all the more interesting in foreign language contexts. Taking the increasing relevance of the concept of 'English as an International Language' (EIL) as our star...
Article
Full-text available
The rising use of English as an international language has caused scholars in the field of culture pedagogy to question the relationship between the English language and the cultures of the English-speaking countries it has traditionally been associated with (Kramsch 1993, 1998; McKay 2002; Risager 2006, 2007). As a result, research into this area...

Network

Cited By