María Pilar Safont Jordà
Biographic Data
| ID | 6479976 |
|---|---|
| NAME | María Pilar Safont Jordà |
| GIVEN NAMES | María Pilar Safont |
| FAMILY NAME | Jordà |
| SIGNATURE | JORDÀ M P S |
| AFFILIATIONS | Universitat Jaume I |
| ORCID | 0000-0002-2130-2409 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Language Planning, Policy, and Multilingualism
The complexity of multilingualism may be manifested in the existing policies and planning arrangements that can be identified in many speech communities around the world. The present entry provides a global overview related to language planning and policy as an area of study (i.e., LPP) while adopting a multilingual perspective. Existing research illustrating the relationship between LPP and multilingualism is described at the societal and the in…
Multilingual pragmatic awareness in collaborative writing
Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are…
Multilingual cyberpragmatics in instructional settings. Exploring gender and age effects in Catalan, Spanish and English email requests
The present study focuses on email communication in the multilingual university setting. Previous studies dealing with similar settings point to the lack of politeness markers in students’ email messages [Bjorge, A. (2007). Power distance in English lingua franca email communication. International Journal of Applied Linguistics, 17(1), 60–80], requests tend to be more direct and they may not match with the degree of imposition or social distance …
In English!’ teachers’ requests as reactions to learners’ translanguaging discourse
Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has a…
Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom
Early stages of trilingual pragmatic development. A longitudinal study of requests in Catalan, Spanish and English
Multilingualism and English
The overwhelming spread of the English language around the world has given rise to various phenomena, such as the recognition of New Englishes varieties, multilingualism, and multilingual education.
Pragmatic Competence in Multilingual Contexts
Pragmatic competence is considered a main component of the global construct of communicative competence and it has been defined as “the competence in conveying and understanding communicative intent” and as “knowledge on how to perform common speech acts and speech act sets”.
Early requestive development in consecutive third language learning
While research on early simultaneous bilingual acquisition is well-documented, studies on multiple language acquisition in early childhood are still needed. Existing studies have mainly focused on early simultaneous acquisition of three or more languages). Some attention has already been paid to early pragmatic differentiation and cross-linguistic influence. Nevertheless, the effects of the successive acquisition of two or more languages in early…
Inmigración y aprendizaje de lenguas en un contexto bilingüe. Amaia Ibarraran, David Lasagabaster y Juan Manuel Sierra (2007)
Inmigración y aprendizaje de lenguas en un contexto bilingüe. Amaia Ibarraran, David Lasagabaster y Juan Manuel Sierra (2007) Bilbao: LETE argitaletxea , 242pp ISBN 978-84-611-4249-1
Pragmatic Production of Third Language Learners of English
The present study examines pragmatic production of monolingual (L1 Castilian) and bilingual (L1 Catalan, L2 Castilian) learners of English in a foreign language learning context, that of the Valencian Community in Spain. We particularly focused on proficiency-level effects and on the role of the task type in the use of request acts peripheral modification devices. We ascertained participants' degree of bilingual competence by means of a bilingual…
Metapragmatic awareness and pragmatic production of third language learners of English
The present study attempts to expand the scope of investigation on the role of bilingualism in third language use. Recent studies have attributed an advantage to bilinguals over monolinguals with respect to particular aspects of language use like communicative sensitivity(Oskaar, 1990), metalinguistic awareness(Cenoz & Valencia, 1994; Jessner, 1999; Lasagabaster, 1998) and interactional competence(Jessner, 1997). Nevertheless, very little researc…
Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom
Early requestive development in consecutive third language learning
While research on early simultaneous bilingual acquisition is well-documented, studies on multiple language acquisition in early childhood are still needed. Existing studies have mainly focused on early simultaneous acquisition of three or more languages). Some attention has already been paid to early pragmatic differentiation and cross-linguistic influence. Nevertheless, the effects of the successive acquisition of two or more languages in early…
Multilingual cyberpragmatics in instructional settings. Exploring gender and age effects in Catalan, Spanish and English email requests
The present study focuses on email communication in the multilingual university setting. Previous studies dealing with similar settings point to the lack of politeness markers in students’ email messages [Bjorge, A. (2007). Power distance in English lingua franca email communication. International Journal of Applied Linguistics, 17(1), 60–80], requests tend to be more direct and they may not match with the degree of imposition or social distance …
Early stages of trilingual pragmatic development. A longitudinal study of requests in Catalan, Spanish and English
Pragmatic Production of Third Language Learners of English
The present study examines pragmatic production of monolingual (L1 Castilian) and bilingual (L1 Catalan, L2 Castilian) learners of English in a foreign language learning context, that of the Valencian Community in Spain. We particularly focused on proficiency-level effects and on the role of the task type in the use of request acts peripheral modification devices. We ascertained participants' degree of bilingual competence by means of a bilingual…
In English!’ teachers’ requests as reactions to learners’ translanguaging discourse
Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has a…
Metapragmatic awareness and pragmatic production of third language learners of English
The present study attempts to expand the scope of investigation on the role of bilingualism in third language use. Recent studies have attributed an advantage to bilinguals over monolinguals with respect to particular aspects of language use like communicative sensitivity(Oskaar, 1990), metalinguistic awareness(Cenoz & Valencia, 1994; Jessner, 1999; Lasagabaster, 1998) and interactional competence(Jessner, 1997). Nevertheless, very little researc…
Pragmatic Production of Third Language Learners of English
The present study examines pragmatic production of monolingual (L1 Castilian) and bilingual (L1 Catalan, L2 Castilian) learners of English in a foreign language learning context, that of the Valencian Community in Spain. We particularly focused on proficiency-level effects and on the role of the task type in the use of request acts peripheral modification devices. We ascertained participants' degree of bilingual competence by means of a bilingual…
Inmigración y aprendizaje de lenguas en un contexto bilingüe. Amaia Ibarraran, David Lasagabaster y Juan Manuel Sierra (2007)
Inmigración y aprendizaje de lenguas en un contexto bilingüe. Amaia Ibarraran, David Lasagabaster y Juan Manuel Sierra (2007) Bilbao: LETE argitaletxea , 242pp ISBN 978-84-611-4249-1
Early requestive development in consecutive third language learning
While research on early simultaneous bilingual acquisition is well-documented, studies on multiple language acquisition in early childhood are still needed. Existing studies have mainly focused on early simultaneous acquisition of three or more languages). Some attention has already been paid to early pragmatic differentiation and cross-linguistic influence. Nevertheless, the effects of the successive acquisition of two or more languages in early…
Multilingualism and English
The overwhelming spread of the English language around the world has given rise to various phenomena, such as the recognition of New Englishes varieties, multilingualism, and multilingual education.
Pragmatic Competence in Multilingual Contexts
Pragmatic competence is considered a main component of the global construct of communicative competence and it has been defined as “the competence in conveying and understanding communicative intent” and as “knowledge on how to perform common speech acts and speech act sets”.
Early stages of trilingual pragmatic development. A longitudinal study of requests in Catalan, Spanish and English
Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom
In English!’ teachers’ requests as reactions to learners’ translanguaging discourse
Multilingualism in the world is the norm and the classrooms are no exception. The dynamic and flexible practices of multilingual teachers and learners in the classroom are referred to as translanguaging . As shown in the literature on the topic, translanguaging discourse simply exists in classrooms. It is the means of communication employed by multilingual learners in multilingual learning settings. However, research on classroom pragmatics has a…
Multilingual pragmatic awareness in collaborative writing
Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are…
Multilingual cyberpragmatics in instructional settings. Exploring gender and age effects in Catalan, Spanish and English email requests
The present study focuses on email communication in the multilingual university setting. Previous studies dealing with similar settings point to the lack of politeness markers in students’ email messages [Bjorge, A. (2007). Power distance in English lingua franca email communication. International Journal of Applied Linguistics, 17(1), 60–80], requests tend to be more direct and they may not match with the degree of imposition or social distance …
Language Planning, Policy, and Multilingualism
The complexity of multilingualism may be manifested in the existing policies and planning arrangements that can be identified in many speech communities around the world. The present entry provides a global overview related to language planning and policy as an area of study (i.e., LPP) while adopting a multilingual perspective. Existing research illustrating the relationship between LPP and multilingualism is described at the societal and the in…
Linguistics (11 works) · Psychology (9 works) · Pedagogy (8 works) · Multilingual Education and Policy (7 works) · Computer Science (6 works) · EFL/ESL Teaching and Learning (6 works) · Language, Discourse, Communication Strategies (6 works) · Multilingualism (6 works) · Pragmatics (6 works) · Second Language Learning and Teaching (4 works)