Mercedes Querol-Julián
Biographic Data
| ID | 6175633 |
|---|---|
| NAME | Mercedes Querol-Julián |
| GIVEN NAMES | Mercedes |
| FAMILY NAME | Querol-Julián |
| SIGNATURE | QUEROL-JULIÁN M |
| AFFILIATIONS | Universidad Internacional De La Rioja |
| ORCID | 0000-0003-4017-1982 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Multimodal literacy in the professional development of bilingual educators
This Special Issue examines bilingual educators’ professional development (PD) in multimodal literacy, a crucial yet underexplored dimension of bilingual and multilingual education. Multimodality, the dynamic interplay of language, image, gesture, and sound among other semiotic resources, has become central to meaning-making in contemporary, technology-rich classrooms. As educational communication increasingly spans multiple modes, teachers must …
Adaptation and psychometric validation of the short-form foreign language enjoyment and anxiety scales for Spanish adolescents
Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales
CLIL teacher online professional development in translanguaging and trans-semiotizing: A pedagogy of multiliteracies
Theories of translanguaging and trans-semiotizing have gained relevance in the design of learning in CLIL classrooms.However, while many studies have shown the benefits of these pedagogies, scarce research has explored CLIL teacher professional development (PD) in this field.In this paper, I intend to measure the effectiveness of an online pedagogy of multiliteracies, which embraces translanguaging and trans-semiotizing, to enhance CLIL teachers'…
Multilingualism and multimodality in the CLIL/EMI classroom
The genre of PechaKucha presentations: Analysis and implications for enhancing multimodal literacy at university
ESP students need to develop their multimodal literacy to become literate in today's professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20 slides, which are automatically advanced every 20 s. PK presentations entail a complex format that …
Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture
Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students
The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the pa…
English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence
Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales
CLIL teacher online professional development in translanguaging and trans-semiotizing: A pedagogy of multiliteracies
Theories of translanguaging and trans-semiotizing have gained relevance in the design of learning in CLIL classrooms.However, while many studies have shown the benefits of these pedagogies, scarce research has explored CLIL teacher professional development (PD) in this field.In this paper, I intend to measure the effectiveness of an online pedagogy of multiliteracies, which embraces translanguaging and trans-semiotizing, to enhance CLIL teachers'…
English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence
English language learners’ spoken interaction: What a multimodal perspective reveals about pragmatic competence
Collaborative teaching and learning of interactive multimodal spoken academic genres for doctoral students
The last teaching-learning stage in the education system is the doctoral programmes, which turn graduatestudents into researchers. This evolution involves writing a dissertation, but also being able to discuss research.However, training on spoken genres has not received much attention, and the interest has been mainly onmonologic prepared speeches. This paper focuses on a genre of interactive speech, the discussion session (DS)that follows the pa…
Multimodal interaction in English-medium instruction: How does a lecturer promote and enhance students’ participation in a live online lecture
The genre of PechaKucha presentations: Analysis and implications for enhancing multimodal literacy at university
ESP students need to develop their multimodal literacy to become literate in today's professional spaces. For this purpose, ESP teachers should revisit pedagogy practices to best engage students in the navigation and construction of multimodal genres. As a case in point, we explore PechaKucha (PK) presentations. This multimodal genre consists of 20 slides, which are automatically advanced every 20 s. PK presentations entail a complex format that …
Adaptation and psychometric validation of the short-form foreign language enjoyment and anxiety scales for Spanish adolescents
Translation and cultural adaptation for Spanish adolescents of the short-form foreign language enjoyment and anxiety scales
CLIL teacher online professional development in translanguaging and trans-semiotizing: A pedagogy of multiliteracies
Theories of translanguaging and trans-semiotizing have gained relevance in the design of learning in CLIL classrooms.However, while many studies have shown the benefits of these pedagogies, scarce research has explored CLIL teacher professional development (PD) in this field.In this paper, I intend to measure the effectiveness of an online pedagogy of multiliteracies, which embraces translanguaging and trans-semiotizing, to enhance CLIL teachers'…
Multilingualism and multimodality in the CLIL/EMI classroom
Multimodal literacy in the professional development of bilingual educators
This Special Issue examines bilingual educators’ professional development (PD) in multimodal literacy, a crucial yet underexplored dimension of bilingual and multilingual education. Multimodality, the dynamic interplay of language, image, gesture, and sound among other semiotic resources, has become central to meaning-making in contemporary, technology-rich classrooms. As educational communication increasingly spans multiple modes, teachers must …
EFL/ESL Teaching and Learning (6 works) · Psychology (6 works) · Linguistics (5 works) · Second Language Learning and Teaching (5 works) · Computer Science (4 works) · Discourse Analysis in Language Studies (4 works) · Mathematics education (4 works) · Philosophy (4 works) · Multilingualism (3 works) · Multimodality (3 works)