Enric Llurda
Biographic Data
| ID | 479839 |
|---|---|
| NAME | Enric Llurda |
| GIVEN NAMES | Enric |
| FAMILY NAME | Llurda |
| SIGNATURE | LLURDA E |
| AFFILIATIONS | Universitat de Lleida |
| ORCID | 0000-0002-2943-7092 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 68 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
From cognition to affect: A longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
An increasing number of studies have proposed strategies for integrating the role of English as a global lingua franca into teacher education programs as a way to respond to the demands posed by the globalised spread of English. While numerous pedagogical proposals acknowledging the significance of English as a global lingua franca have been put forward, there has been relatively less research exploring the potential effects of such proposals on …
The impact of English on local languages: The case of Catalan universities
This article deals with the somehow complex equilibrium of languages used in Catalonia, with a particular analysis of the role of English vis‐a‐vis the national language (Spanish) and the regional official language (Catalan). A discussion of the supremacy of standard languages over local ones in modern history, followed by an account of the increasing role and presence of English as the global lingua franca, gives way to a detailed analysis of ho…
Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme
This article analyses the relationship between study abroad through the Erasmus Programme, European identity, and the role of English as a Lingua Franca in identification processes with Europe. It focuses on three groups of European higher-education students (N = 155) from different nationalities (N = 26) that participated in a sojourn abroad in three European contexts which are thought to represent Northern (Oulu, Finland); Eastern (Bucharest, R…
Native-speakerism and non-native second language teachers: A research agenda
A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with eithe…
English in Spain: Education, attitudes and native-speakerism
Spain has traditionally featured rather low in the rankings measuring the knowledge of English by European citizens, and yet English has been constantly entering different areas of Spanish life and in all levels of education. This article delves into the efforts made at different levels of education to enable school graduates to communicate in English without difficulty. It focuses on how young people conceptualise English: their attitudes toward…
Native and Non‐Native Teachers of English
Language teaching is a complex task that requires knowledge beyond language proficiency. It is obvious that one needs to know a language in order to teach it, but it is no less true that one needs to have pedagogical skills and metalinguistic awareness in order to take the adequate methodological decisions involved in language education.
Views on multilingualism and internationalisation in higher education: Administrative staff in the spotlight
The key role of administrative staff in the implementation of specific institutional policies at university has often been ignored when analysing policies or attitudes related to higher education. Consequently, little is known about the administrative staff's attitudes and involvement relating to the processes of internationalisation and multilingualism in higher education. In order to confront this problem, this paper is intended to shed some li…
Language policies and practices in the internationalisation of higher education on the European margins: An introduction
Following Spolsky's definition of language policy, this introductory paper offers a brief reflection on the three main lines of research that are represented in this special issue regarding the relationship between internationalisation and language policies in higher education: management and planning, practices, and beliefs. In the first part, we comment on Englishisation and the establishment of multilingual policies as responses to the globali…
Factors affecting teachers' beliefs about interculturalism
Cultural diversity in the classrooms is a relatively recent phenomenon in Spain, but teachers and students alike have had to go through an adaptation to the new sociological situation brought about by the immigration wave of the last ten years. Schools, especially public ones, have incorporated a great number of students who were born and have spent most of their lives abroad, and who therefore bring a set of values, cultures and languages that m…
Non-native English-speaking English language teachers: History and research
Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appe…
Learners’ preferences regarding types of language school: An exploratory market research
Non‐native‐speaker teachers and English as an International Language
This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non‐native‐speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries. It is claimed that the confluence of recent research on EIL, together with …
Self-awareness in NNS EFL Primary and Secondary School Teachers
The characteristics and particular problems faced by non-native speaking (NNS) teachers of foreign languages are being increasingly addressed. NNSs currently constitute the majority of language teachers in the world, but they have different needs and concerns from native speakers (NSs). Research is being conducted to uncover these needs and provide better teaching conditions for this group of teachers. This paper presents the results of a questio…
Language Attitudes of School Children in two Catalan/Spanish Bilingual Communities
Catalonia and Aragon are two autonomous communities of Spain with different linguistic situations. Whereas Catalonia is officially bilingual and most people can speak both Catalan and Spanish, Aragon is officially monolingual, and only two well-defined geographic areas can be considered bilingual. One of these areas is a relatively narrow strip of land that runs along the border between Aragon and Catalonia, where Catalan is spoken in addition to…
On competence, proficiency, and communicative language ability
Despite all the many appearances of the terms‘competence’and‘proficiency’in journals, conferences, and dissertations every year, there is still no clear consensus about what the exact meaning conveyed by these words is. Neither is there agreement on the particular adjectives that should be attached to the term‘competence, since the possibilities range from linguistic and communicative to pragmatic, sociolinguistic, discourse, strategic or transit…
Minority Language Education in Unbalanced Bilingual Situations: A Case for the Linguistic Interdependence Hypothesis
Non-native English-speaking English language teachers: History and research
Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appe…
Non‐native‐speaker teachers and English as an International Language
This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non‐native‐speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries. It is claimed that the confluence of recent research on EIL, together with …
Native-speakerism and non-native second language teachers: A research agenda
A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with eithe…
Views on multilingualism and internationalisation in higher education: Administrative staff in the spotlight
The key role of administrative staff in the implementation of specific institutional policies at university has often been ignored when analysing policies or attitudes related to higher education. Consequently, little is known about the administrative staff's attitudes and involvement relating to the processes of internationalisation and multilingualism in higher education. In order to confront this problem, this paper is intended to shed some li…
Language policies and practices in the internationalisation of higher education on the European margins: An introduction
Following Spolsky's definition of language policy, this introductory paper offers a brief reflection on the three main lines of research that are represented in this special issue regarding the relationship between internationalisation and language policies in higher education: management and planning, practices, and beliefs. In the first part, we comment on Englishisation and the establishment of multilingual policies as responses to the globali…
On competence, proficiency, and communicative language ability
Despite all the many appearances of the terms‘competence’and‘proficiency’in journals, conferences, and dissertations every year, there is still no clear consensus about what the exact meaning conveyed by these words is. Neither is there agreement on the particular adjectives that should be attached to the term‘competence, since the possibilities range from linguistic and communicative to pragmatic, sociolinguistic, discourse, strategic or transit…
Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme
This article analyses the relationship between study abroad through the Erasmus Programme, European identity, and the role of English as a Lingua Franca in identification processes with Europe. It focuses on three groups of European higher-education students (N = 155) from different nationalities (N = 26) that participated in a sojourn abroad in three European contexts which are thought to represent Northern (Oulu, Finland); Eastern (Bucharest, R…
English in Spain: Education, attitudes and native-speakerism
Spain has traditionally featured rather low in the rankings measuring the knowledge of English by European citizens, and yet English has been constantly entering different areas of Spanish life and in all levels of education. This article delves into the efforts made at different levels of education to enable school graduates to communicate in English without difficulty. It focuses on how young people conceptualise English: their attitudes toward…
Minority Language Education in Unbalanced Bilingual Situations: A Case for the Linguistic Interdependence Hypothesis
On competence, proficiency, and communicative language ability
Despite all the many appearances of the terms‘competence’and‘proficiency’in journals, conferences, and dissertations every year, there is still no clear consensus about what the exact meaning conveyed by these words is. Neither is there agreement on the particular adjectives that should be attached to the term‘competence, since the possibilities range from linguistic and communicative to pragmatic, sociolinguistic, discourse, strategic or transit…
Minority Language Education in Unbalanced Bilingual Situations: A Case for the Linguistic Interdependence Hypothesis
Language Attitudes of School Children in two Catalan/Spanish Bilingual Communities
Catalonia and Aragon are two autonomous communities of Spain with different linguistic situations. Whereas Catalonia is officially bilingual and most people can speak both Catalan and Spanish, Aragon is officially monolingual, and only two well-defined geographic areas can be considered bilingual. One of these areas is a relatively narrow strip of land that runs along the border between Aragon and Catalonia, where Catalan is spoken in addition to…
Self-awareness in NNS EFL Primary and Secondary School Teachers
The characteristics and particular problems faced by non-native speaking (NNS) teachers of foreign languages are being increasingly addressed. NNSs currently constitute the majority of language teachers in the world, but they have different needs and concerns from native speakers (NSs). Research is being conducted to uncover these needs and provide better teaching conditions for this group of teachers. This paper presents the results of a questio…
Non‐native‐speaker teachers and English as an International Language
This article reviews the recent literature on English as an International Language (EIL), taking into consideration the main implications of such literature for English language teaching. Relevant research on non‐native‐speaker (NNS) teachers is discussed, together with their role in the context of the global need for English language teachers, specially in EFL countries. It is claimed that the confluence of recent research on EIL, together with …
Learners’ preferences regarding types of language school: An exploratory market research
Non-native English-speaking English language teachers: History and research
Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appe…
Factors affecting teachers' beliefs about interculturalism
Cultural diversity in the classrooms is a relatively recent phenomenon in Spain, but teachers and students alike have had to go through an adaptation to the new sociological situation brought about by the immigration wave of the last ten years. Schools, especially public ones, have incorporated a great number of students who were born and have spent most of their lives abroad, and who therefore bring a set of values, cultures and languages that m…
Views on multilingualism and internationalisation in higher education: Administrative staff in the spotlight
The key role of administrative staff in the implementation of specific institutional policies at university has often been ignored when analysing policies or attitudes related to higher education. Consequently, little is known about the administrative staff's attitudes and involvement relating to the processes of internationalisation and multilingualism in higher education. In order to confront this problem, this paper is intended to shed some li…
Language policies and practices in the internationalisation of higher education on the European margins: An introduction
Following Spolsky's definition of language policy, this introductory paper offers a brief reflection on the three main lines of research that are represented in this special issue regarding the relationship between internationalisation and language policies in higher education: management and planning, practices, and beliefs. In the first part, we comment on Englishisation and the establishment of multilingual policies as responses to the globali…
Native and Non‐Native Teachers of English
Language teaching is a complex task that requires knowledge beyond language proficiency. It is obvious that one needs to know a language in order to teach it, but it is no less true that one needs to have pedagogical skills and metalinguistic awareness in order to take the adequate methodological decisions involved in language education.
Native-speakerism and non-native second language teachers: A research agenda
A lot of attention has been devoted in the last 30 years to understanding nativeness and what has traditionally been called non-nativeness. While many studies have attempted to problematize the dichotomic division between so-called native speakers and non-native speakers, several others have specifically focussed on the language teaching profession in order to understand aspects related to identity and performance of teachers who align with eithe…
English in Spain: Education, attitudes and native-speakerism
Spain has traditionally featured rather low in the rankings measuring the knowledge of English by European citizens, and yet English has been constantly entering different areas of Spanish life and in all levels of education. This article delves into the efforts made at different levels of education to enable school graduates to communicate in English without difficulty. It focuses on how young people conceptualise English: their attitudes toward…
Multilingual ELF and European identity – contributions from study abroad through the Erasmus programme
This article analyses the relationship between study abroad through the Erasmus Programme, European identity, and the role of English as a Lingua Franca in identification processes with Europe. It focuses on three groups of European higher-education students (N = 155) from different nationalities (N = 26) that participated in a sojourn abroad in three European contexts which are thought to represent Northern (Oulu, Finland); Eastern (Bucharest, R…
From cognition to affect: A longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language
An increasing number of studies have proposed strategies for integrating the role of English as a global lingua franca into teacher education programs as a way to respond to the demands posed by the globalised spread of English. While numerous pedagogical proposals acknowledging the significance of English as a global lingua franca have been put forward, there has been relatively less research exploring the potential effects of such proposals on …
The impact of English on local languages: The case of Catalan universities
This article deals with the somehow complex equilibrium of languages used in Catalonia, with a particular analysis of the role of English vis‐a‐vis the national language (Spanish) and the regional official language (Catalan). A discussion of the supremacy of standard languages over local ones in modern history, followed by an account of the increasing role and presence of English as the global lingua franca, gives way to a detailed analysis of ho…
Second Language Learning and Teaching (13 works) · Multilingual Education and Policy (12 works) · Linguistics (11 works) · Sociology (11 works) · EFL/ESL Teaching and Learning (10 works) · Psychology (10 works) · Pedagogy (9 works) · Political science (6 works) · Mathematics education (5 works) · Philosophy (5 works)