Board Member | Executive board

Recent Publications

• María Basterrechea y Francisco Gallardo-del-Puerto (2020) Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs. Studies in Second Language Learning and Teaching, 10(3): 423-447. https://doi.org/10.14746/ssllt.2020.10.3.2
• Zeltia Blanco-Suárez, Francisco Gallardo-del-Puerto y Evelyn Gandón-Chapela (2020). The Primary Education Learners’ English Corpus (PELEC): Design and compilation. Research in Corpus Linguistics, 8: 147-163.  https://doi.org/10.32714/ricl.08.01.09
• Francisco Gallardo-del-Puerto, María Basterrechea & María Martínez Adrián (2020). Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics, 30: 3-18. https://doi.org/10.1111/ijal.12252
• Esther Gómez Lacabex & Francisco Gallardo-del-Puerto (2020) Explicit phonetic instruction vs. implicit attention to native exposure: perceptual awareness in CLIL. International Review of Applied Linguistics in Language Teaching, 58(4): 419-444. https://doi.org/10.1515/iral-2017-0079
• María Juncal Gutiérrez-Mangado, María Martínez-Adrián & Francisco Gallardo-del-Puerto (Eds.) (2019) Crosslinguistic Influence: From Empirical Evidence to Classroom Practice. Cham, Switzerland: Springer.
• María Martínez-Adrián, María Juncal Gutiérrez-Mangado, & Francisco Gallardo-del-Puerto (Eds.) (2019) L1 use in content-based and CLIL settings (special issue). International Journal of Bilingual Education and Bilingualism22(1).
• Evelyn Gandón-Chapela & Francisco Gallardo-del-Puerto (2019) Verb phrase ellipsis and reflexive anaphora resolution in second language acquisition: A study of Spanish learners of English. Miscelanea: A Journal of English and American Studies, 59: 71-94.
• María Martínez Adrián, Francisco Gallardo-del-Puerto & María Basterrechea (2019). On self-reported use of communication strategies by CLIL learners in primary education. Language Teaching Research, 23(1): 39-57.
• María Basterrechea, María Martínez Adrián & Francisco Gallardo-del-Puerto (2017). Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context. Estudios de Lingüística Inglesa Aplicada, 47-70.
• María Martínez Adrián & Francisco Gallardo-del-Puerto (2017). The effects of language typology on L2 lexical availability and spelling accuracy. International Journal of English Studies, 17(2): 63-79.
• Francisco Gallardo-del-Puerto & Esther Gómez Lacabex (2017). Oral production outcomes in CLIL: An attempt to manage amount of exposure. European Journal of Applied Linguistics, 5(1): 31-54.
• Francisco Gallardo-del-Puerto & María Martínez Adrián (2015). The use of oral presentations in higher education: CLIL vs. English as a foreign language. Pulso, 38: 73-106.
• Francisco Gallardo-del-Puerto, Maria Luisa García Lecumberri & Esther Gómez Lacabex (2015). The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non-native judges.International Journal of Applied Linguistics, 25(2): 202-224.
• Esther Gómez Lacabex & Francisco Gallardo-del-Puerto (2014). Two Phonetic training procedures for young learners: Investigating instructional effects on perceptual awareness The Canadian Modern Language Review, 70(4): 500-531.
• Francisco Gallardo-del-Puerto & María Martínez Adrián (2014). The incidence of previous foreign language contact in a lexical availability task: A study of senior learners. In Rosa María Jiménez Catalán (Ed.) Lexical Availability in English and Spanish as a Second Language, 53-68. Dordrecht: Springer.
• Francisco Gallardo-del-Puerto & Esther Gómez Lacabex (2013). The impact of additional CLIL exposure on oral English production. Journal of English Studies, 11: 113-131.
• María Martínez Adrián, Francisco Gallardo-del-Puerto & Junkal Gutiérrez Mangado (2013). Phonetic and syntactic transfer effects in the English interlanguage of Basque-Spanish bilinguals. Vigo International Applied Linguistics, 10: 51-83.
• Yolanda Ruiz de Zarobe, Juan Manuel Sierra & Francisco Gallardo-del-Puerto (Eds.) (2011). Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts. Frankfurt/Main: Peter Lang.
• María Martínez Adrián & Francisco Gallardo-del-Puerto (2010). L2 English receptive and productive vocabulary in senior learners. ITL International Journal of Applied Linguistics, 160: 112-131.
• Francisco Gallardo-del-Puerto & Eider Gamboa (2009). The evaluation of computer-mediated technology by second language teachers: Collaboration and interaction in CALL. Educational Media International, 46(2): 101-116.
• Francisco Gallardo-del-Puerto, Esther Gómez Lacabex & Maria Luisa García Lecumberri (2009). Testing the effectiveness of content and language integrated learning in foreign language contexts: The assessment of English pronunciation. In Yolanda Ruiz de Zarobe & Rosa María Jiménez Catalán (Eds.) Content and Language Integrated Learning: Evidence from Research in Europe, pp. 63-80. Clevedon: Multilingual Matters.
• Francisco Gallardo-del-Puerto & Eider Gamboa (2008). Online language courses and interaction: Students’ and teachers ’views. In Birna Arnbjörnsdóttir & Matthew Whelpton (Eds.) Open Source in Education and Language Learning Online, pp. 105-134. Reikiavik: University of Iceland Press.
• Francisco Gallardo-del-Puerto & Esther Gómez Lacabex (2008). La enseñanza de las vocales inglesas a los hablantes de español. Pulso 31: 37-66.
• Francisco Gallardo-del-Puerto (2006). On the effectiveness of early foreign language instruction in school contexts. In Daniela Elsner, Lutz Küster & Britta Viebrock (Eds.) Fremdsprachenkompetenzen für ein wachsendes Europa. Das Leitziel ‘Multiliteralität’, pp. 215-229. Frankfurt/Main: Peter Lang.
• Francisco Gallardo-del-Puerto (2007). Is L3 phonological competence affected by the learner’s level of bilingualism?. International Journal of Multilingualism, 4(1): 1-16.
• Francisco Gallardo-del-Puerto, María Luisa García Lecumberri & Jasone Cenoz Iragui (2006). Age and native language influence in the perception of English vowels. In Barbara O. Baptista & Michael A. Watkins (eds.) English with a Latin Beat: Studies in Portuguese/Spanish – English Interphonology, pp. 57-69. Amsterdam: John Benjamins.
• Francisco Gallardo-del-Puerto & María Luisa García Lecumberri (2006). Age effects on single phoneme perception for learners of English as a foreign language. In Christián Abelló Contesse, Rubén Chacón Beltrán, María Dolores López Jiménez & María Mar Torreblanca López (Eds.) Age in L2 Acquisition and Teaching, pp 115-131. New York: Peter Lang.

Areas of research:

• The Acquisition of English as a Foreign Language
• The age factor in Second Language Acquisition
• Content and Language Integrated Learning (CLIL)
• English-medium Instruction (EMI)

Contact address:

Department of Philology

University of Cantabria

Avenida de los Castros, s/n

39005 Santander, Cantabria

Spain

E­mail: francisco.gallardo@unican.es

Web: http://www.laslab.org/patxi/