ONGOING RESEARCH LINES

MULTILINGUALISM

In this line, different aspects of multilingualism are studied both within the framework of the University of Andorra (UdA) and in the context of the country, following the multilingual approach of the UdA from the beginnings of the Language Research Group to the present. This approach includes strategies to promote Catalan, as the official language, as well as second languages such as English, French, Portuguese and Chinese.

PROJECT 1. Multilingualism and university: Sociolinguistic profile of UdA students

At the UdA, the GREL is the agent in charge of studying the state and linguistic uses of the UdA in order to formulate informed proposals for the promotion of multilingualism, prioritising Catalan as its own language as well as the second languages most relevant to academic activity. The demographic evolution of the country and the increase in international students make it necessary to know how languages interact in university life to ensure a truly multilingual and inclusive environment. With regard to Catalan, as the main language at the University of Andorra, there has been a downward trend in its use, especially among students, but there is a lack of a more precise and systematic analysis of the actual uses of languages by this group, both in formal and informal settings.

Objectives:

• To analyse the attitudes and perceptions of students towards the languages present at the UdA, as well as the use they make of them in study contexts and social relations.
• To examine the linguistic levels of students in the languages most present at the UdA, taking into account previous sociolinguistic studies.
• To assess the relationship between linguistic attitudes and real uses of Catalan by students in academic and informal contexts.
• To examine the degree of identification with Catalan and its symbolic role within the university community.
• To detect possible barriers or facilitators for the use of Catalan as a language of communication.
• To formulate recommendations to strengthen the presence and prestige of Catalan at the UdA.

PROJECT 2. Chinese teaching and learning in the educational systems of multilingual small countries and proposal to introduce Chinese language teaching and learning in Andorra educational System (doctoral thesis)

China and Andorra established diplomatic relations in 1994. In 2016, the Confucius Classroom of Andorra was created, and the University of Andorra began to offer Chinese language courses. Developing a doctoral thesis in the field of Chinese language can increase mutual knowledge between both countries and cultures and their relations.

Objective:

• Explore the feasibility of implementing Chinese teaching in multilingual environments in the Andorran education system
• To promote multilingual and intercultural competences in the Andorran education system.

Actions developed:

• Research in language teaching in multilingual environments in Andorra
• Preparation and validation of analysis instruments

PROJECT 3. The Portuguese language in Andorra from a sociolinguistic perspective

This project is a continuation of the research work carried out by the same researcher, Dr. Joana Aguiar, within the framework of the latest research grant of the University of Andorra for sociolinguistic studies on the Portuguese language and culture (Camões Chair) entitled “The Portuguese language in Andorra in a sociolinguistic perspective: the use of code-switching and the emergence of linguistic innovations”. The research is co-funded by the UdA and the Camões – Institute for Cooperation and Language, within the framework of the Camões Chair.

Objectives:

• To contribute to the study of linguistic diversity in Andorra.
• To identify and analyse the contexts of lexical alternation in the discourse of Portuguese speakers.
• To identify the linguistic processes in variations resulting from grammatical convergence in the discourse of Portuguese speakers.

LANGUAGE AND TECHNOLOGY

This line of research converges the fields of research of the GREL’s latest doctoral theses. The interest in exploring how current and future technologies can contribute to the improvement of communication and learning of the most relevant languages for the UdA, have led the group to promote this common line of research.

PROJECT 1. Learning of emerging languages and technologies

This project has channelled different investigations that have branched into other new projects. Currently, there is the latest activity to disseminate the results of the doctorate Perceptions, practices, and attitudes on the use of technology in the English as a Foreign Language classroom: The iPad in the Andorran school system (Costa, 2022). Therefore, in this period 2025-2027 the project ends with the latest publication resulting from this thesis.

This research is part of an international research project, in collaboration with the Rovira i Virgil·li University of Tarragona and aims to explore the effects of IAG in immersive virtual reality on the learning of students of second language courses such as English.

Objectives:

• To study successful experiences in the field of applied technology in language learning (CALL and MALL) that can be implemented at the University of Andorra.
• Analyse the impact of communication technologies on the acquisition of communicative competence in a language 2.
• Explore both students’ perceptions and the actual impacts on their learning outcomes.

PROJECT 2. The use of generative Generative Artificial Intelligence (AIG) in immersive virtual reality for language learning

The most recent advances in Generative Artificial Intelligence (AIG) have accelerated the development of virtual reality through the integration of conversational agents in highly immersive virtual environments. These innovations are increasingly being used in the field of technology-assisted language learning, to address a persistent challenge in second language acquisition: providing authentic communicative contexts beyond traditional classrooms. This research is part of an international research project called VIOLET (Virtual Intelligence for Oral Language Enhancement Training), in collaboration with the Rovira i Virgil·li University of Tarragona, which aims to explore the effects of IAG in immersive virtual reality on students’ learning in second language courses such as English or Catalan for the newcomer population (or non-Catalan speaker). In the latter context, alliances will be sought with relevant agents for the promotion of Catalan in Andorra.

Objectives:

• To study the effects of IAG and immersive virtual reality on the evolution of second language learning, specifically the level of achievement in the fluency of oral communication.
• To examine the effects of these technologies on the anxiety levels of English learners in oral communication.
• To explore other contexts of use of this technology for the development of communication skills in Catalan.

Actions developed:

• Pilot study at the UdA
• Publication of the results of the pilot study
• Experimental study at the Rovira i Virgil·li University

PROJECT 3. The influence of conversational agents and motivation on the oral acquisition of French as an additional language by university students in Andorra (Doctoral thesis)

This doctoral project seeks to explore the transformative potential of Generative Artificial Intelligence (AI) in the learning of French as a second or third language at the University of Andorra, an environment distinctive for its linguistic diversity (Catalan, English, French). The research will focus on how the IAG can be adjusted to individual linguistic needs, enhancing competence in French through personalized teaching materials, instant feedback and formative and meaningful assessment.

Objectives:

• Analyse the perception and comprehension of the oral input of conversational agents.
• To analyze the acceleration of the improvement of production and listening comprehension in French through the use of conversational agents compared to the learning time predicted by the theory.
• To explore the influence of personalization of conversational agents on intrinsic, extrinsic motivation, and amotivation in university students learning French as an additional language.

Actions developed:

• Achievement of the Research Project
• Start of study at the UdA

TRANSLATION

The research that is being carried out in this line is structured by translation in the broadest sense of the term. In the case of the first project, the translation into Catalan of the International Financial Reporting Standards (in collaboration with the GREF, the UB and the UOC), aims to promote the use of Catalan in specialized fields. In the case of the second project, Translation Studies is established as a starting point for analysing the current linguistic and cultural reality of liquid modernity, where difference and diversity prevail, since there are more and more people who inhabit the intersection between several cultures at the same time. More specifically, it will study how language can be erected as a tool to claim difference and otherness. Based on the Translation Studies, the different intersemiotic translations of the female body will also be studied, especially in the case of those women who live on the border between two cultures.

PROJECT 1. Translation into Catalan of the International Financial Reporting Standards (in collaboration with GRED, the UB and the UOC)

The project “Translation into Catalan of International Financial Reporting Standards” arises from the teaching need to have an official translation into Catalan of the International Financial Reporting Standards, issued by the International Financial Reporting Standards Foundation, of which Andorra is a member. These standards are the international standard for financial information and in teaching in Catalan in this area it is necessary to have these texts, and the terminology derived from them, in the language of instruction. Although it is not strictly a research project, the processes necessary to carry out this project require research. On the other hand, although it is not the main objective, results that can be published in scientific forums can be derived.

Objectives:

• Translate International Financial Reporting Standards into Catalan.
• To provide teachers in the field of financial economics in Catalan with essential material to be able to adequately convey certain content in the Catalan language.

Actions carried out:

• Translation of financial reporting standards
• Linguistic revision of financial reporting standards
• Conceptual review of financial reporting standards
• Meetings to agree on the translation of financial reporting standards

PROJECT 2. The expression of difference and hybridisation through translation.

Translation Studies is established as a starting point for analysing the current linguistic and cultural reality of liquid modernity, where difference and diversity prevail, as more and more people inhabit the intersection between several cultures at the same time. More specifically, this project seeks to explore language as a tool to claim difference and otherness. Based on the Translation Studies, the different intersemiotic translations of the female body are also analysed, especially in the case of those women who live on the border between two cultures. This research project continues the research initiated through the doctoral thesis of the coordinator of this project, which explored the intersemiotic translation of culinary elements as intercultural mediation. More specifically, she analysed the presence of these elements in the different novels of the hybrid writer Najat el Hachmi and their translations into different languages (Spanish, English and German).

Objectives:

• To explore the use of (non) translation as a tool to claim difference and otherness, especially in the case of hybrid literature.
• To explore the use of culinary elements as a way to translate otherness into hybrid literature.

Actions carried out:

• Analysis of hybrid literature to explore the use of translation.
• Analysis of intersemiotic translations of the female body in hybrid literature.
• Communication of the results obtained during the first phase.
• Analysis of the use of culinary elements as a way to translate otherness in hybrid literature.

COMPLETED PROJECTS

PROJECT. NADIC – Neologisms for updating the dictionary

Project coordinated by the University Pompeu Fabra with the participation of seven Catalan-speaking universities.

Objective:

• Select and analyse the neologisms of the Neology Observatory to offer the Philological Section of the IEC a corpus consisting of a thousand non-normative words that are good candidates to update the normative dictionary.

PROJECT. The use of technologies in the English classrooms of the Andorran education system (doctoral thesis)

Objective:

• Determine the attitudes, beliefs and practices of students and teachers of the Andorran School towards the use of new mobile technologies in the English classroom.

PROJECT. Effect of Gamification on foreign language learning (doctoral thesis)

Objective:

• Explore the effects of Gamification on (1) learning English at the University of Andorra and (2) more specifically on oral production competence.

PROJECT. Intergenerational linguistic uses and attitudes of the population of Portuguese origin in Andorra

Objective:

• Explore the evolution of language use and attitudes from parents to children among the population of Portuguese origin resident in Andorra, analysing the most spoken languages in Andorra: Catalan, Spanish, Portuguese and French.

PROJECT. Discursive competence in English from the teaching of metacognitive strategies and greater autonomy of the learner: pedagogical implementation at the University of Andorra (doctoral thesis)

This research aims to be a useful proposal, with the capacity to impact students and improve higher education in the medium and long term.

Objectives:

• Determine what knowledge of learning strategies UDA students have, how they use them, and whether it is conscious use.
• Determine what students’ beliefs about writing.
• Determine the confidence they feel when writing (self-efficacy).
• To study students’ individual and paired metacognitive reflection before, during and after their written productions.
• Evaluate the impact of the activities and materials provided by the didactic sequence on students’ performance and self-regulation processes.

GREL’s talks, conferences, journal articles, book chapters and doctoral theses, classified according to the areas of research.

Neology

• Bastida, C. & Montané, A. (2023). The Dictionarization of Neologisms Derived from Proper Nouns. In Freixa, J., Guardiola, M. I., Martines, J., Montené, M. A. (cur.) Dictionarization of Catalan Neologism. Berlin, Germany: Peter Lang Verlag.
• Montané March, M. A. and Bastida, C. (2019). “Necessitats terminològiques en els mitjans de comunicació: el cas dels esports d’hivern“. In J. Feliu i M. Trias (cur.), Gramàtica, esport i terminologia. Barcelona: Institut d’Estudis Catalans, p. 165-187.
• Bastida, C. and Montané March, M. A. (2019). “La diccionarització de neologismes derivats de noms propis“. Communication presented at the Jornada sobre diccionarització. Institut d’Estudis Catalans, Barcelona, 29 March 2019.
• Muñoz-Espí, R. and Bastida, C. (2019). “Anàlisi de l’especificitat morfològica i semàntica de la neologia andorrana“. Caplletra 66, pp. 153-178.
• Montané March, M. A. and Bastida, C. (2018). “La vitalitat del català d’Andorra en els esports d’hivern: una anàlisi de la neologia terminològica oral i escrita”. IV Congrés Internacional de Neologia en les Llengües Romàniques (CINEO). Lyon, 4-6 July 2018.
• Montané March, M. A. and Bastida, C. (2018). “Necessitats terminològiques en els mitjans de comunicació: el cas dels esports d’hivern”. Communication presented at the XV Jornada de la Societat Catalana de Terminologia (SCATERM). Institut d’Estudis Catalans, 31 May 2018.
• Montané March, M. A. and Bastida, C. (2017). “La neologia terminològica en el català d’Andorra: creació pròpia o manllevada?“. In M. Sánchez Ibáñez et al. (Eds.), La renovación léxica en las lenguas románicas. Proyectos y perspectivas. Murcia: Ediciones de la Universidad de Murcia.
• Bastida, C. and Nicolau, M (2014). “Spanish Loanwords in Catalan Neology”. Poster presented at the LX Annual Anglo-Catalan Society Conference. Cork, 5-7 September 2014.
• Bastida, C. (2014). “Manlleus del castellà / Spanish loanwords”, In M. T. Cabré Castellví, O. Domènech Bagaria i R. Estopà Bagot (Eds.), Mots nous en català:una panoràmica geolectal = New words in Catalan: a diatopic view. Àmsterdam; Filadèlfia: John Benjamins Publishing Company (pp. 115-131).
• Bastida, C. (2009). “Els manlleus del castellà en la neologia d’Andorra”. Recull de conferències 2009: 200 anys del naixement de Darwin i 150 anys de L’evolució de les espècies; 4s Debats de recerca: La llengua catalana i Andorra, 25 and 26 September 2009, pp. 220-231. Societat Andorrana de Ciències, Andorra.

 Multilingualism

• Research Group on Languages (2025). Multilingual Action Plan (2025-2030). Universitat d’Andorra.
• Aguiar, J. & Batisda Serra, C. (2024). O uso de code-switching na comunidade portuguesa residente em Andorra: um estudo sociolinguístico. O Encontro Nacional da Associação Portuguesa de Linguística. 23 a 25 de outubro de 2024. Universidade dos Açores (Ponta Delgada) – Portugal.
• Aguiar, J., Batisda Serra, C. & Azzouz, N. (2024). O que passa é que não lhe vou responder em català: Language alternations and language attitudes in the discourse of Portuguese living in Andorra. GOING ROMANCE 2024. Universidade do Minho, December 4-6, 2024.
• Fang, Q. (2023). Reviews and analysis of multilingual policy in educational system in Andorra. The 9th Chinese Academic Symposium on Language Policy and Language Planning, Yunnan University of Finance and Economics, Kunming, China, 15-16 July 2023
  https://www.ynufe.edu.cn/xwzx/zhxw/5c112146869f47ba8054b029b276cb31.htm
  https://mp.weixin.qq.com/s/nX-TNqS25YanRNGHSbXEvA
• Fang, Q. (2023). Development issues, challenges, characteristics and typical cases studies of Confucius Institutes- A Case Study of the Confucius Classroom in Andorra. Forum for development of South Asian and Southeast Asian Confucius Institute. Honghe University, Mengzi, China, 14-15 October 2023
  https://www.uoh.edu.cn/info/1060/12808.htm
  https://mp.weixin.qq.com/s/bkjwwEmLn5LcCXSw_1wMRQ
• Díaz, J. M., i Bastida, C. (2019). “Multilingualism in European Language Education: Principality of Andorra”, a C. Lapresta-Rey i À. Huguet (eds.) Multilingualism in European Language Education. Clevedon (RU): Multilingual Matters, p. 72-89.
• Bastida, C., Díaz, J.M. i Nicolau, M. (2015). “Promoting Multilingualism at the University Level. The Case of Andorra”, a Learning and using multiple languages: current findings from research on multilingualism. Cambridge Scholars.
• Research Group on Languages (2011). Multilingual Action Plan (2011-2019). Universitat d’Andorra.
• Díaz, J. M. (2010). “Language teaching and multilingualism in Andorra”. Good CLIL Practice. Seminari Comenius-Grundtvig FI-2010-080-001.

Emotions and electronic communication

• Bastida, C. (2018). “Emocions i comunicació electrònica textual en català“. Communication presented at IV Jornades “La recerca sociolingüística en l’àmbit de la llengua catalana”. Xarxa CRUSCAT, Institut d’Estudis Catalans. 14 June 2018. Video.
• Bastida, C. (2017). Emocions i comunicació electrònica textual en català. Un estudi multimetodològic dels recursos emprats per adolescents i adults joves(Doctoral thesis). Universitat d’Andorra, Andorra.
• Bastida, C. and Soler, O. (2014). “When words are not enough: exploring the use of emoticons by Catalan-speaking teenagers”. Poster presented at the Conference on Writing Research. Amsterdam, 27-29 August 2014
• Soler, O. and Bastida, C. (2014). “Conveying emotion in a textual world: Use of different resources in virtual communication”. Poster presented at the International Workshop on Language Production. Geneve, 16-18 July 2014.
• Bastida, C. and Soler, O. (2013). “Expresión de emociones mediante emoticonos en niños de 12 a 14 años”. Poster presented at the VII Congreso Internacional de Adquisición del Lenguaje. Universidad del País Vasco, Bilbao, 4-6 September 2013.

Linguistic attitudes of school population in Andorra

• Huguet, Á., Sansó, C., Díaz, J.M. and Navarro, J.L. (2014). “Inmigración y escuela en contextos plurilingües. El caso de Catalunya y Andorra”. VII Congreso Internacional de Psicología y Educación. Badajoz, 9-12 April 2014.
• Díaz, J.M., Huguet, Á., Ianos, A. and Janés, J. (2014). “Un estudio de las actitudes lingüísticas en los escolares del Principado de Andorra”.  VII  Congreso Internacional de Psicología y Educación. Badajoz, 9-12 April 2014.
• Bastida, C., Díaz, J.M. and Nicolau, M. (2014). “Usos i actituds lingüístics de l’alumnat de Segona Ensenyança a l’Escola Andorrana”. IV Simposi Internacional de l’Ensenyament del Català. Universitat de Vic, 4 and 5 April 2014.
• Bastida, C., Díaz, J. M. and Huguet, A. (2013). “Usos i actituds lingüístics dels estudiants de Segona Ensenyança d’Andorra”. Proceeding of the II Jornades “La recerca sociolingüística en l’àmbit de la llengua catalana”, p. 63. Xarxa CRUSCAT. Institut d’Estudis Catalans.
• Díaz, J.M., Bastida, C., Nicolau, M. and Huguet, A. (2013). “Language Use and Attitudes in the Principality of Andorra – The Case of Catalan in Escola Andorrana”. The 59th Annual Anglo-Catalan Society Conference. University of Manchester, 1-3 November 2013.
• Bastida, C. and Díaz, J. M. (2012). “First insights into multilingualism at the University of Andorra“. Eight International Conference on Third Language Acquisition and Multilingualism. Universitat Jaume I, Castelló, 13-15 September 2012.

Implementation of the systemic methodology to the evolution of the use of Catalan language in Andorra

• Bastida, C., and Nicolau i Vila M. (2012). “Un projecte de prospectiva sociolingüística: el model sistèmic de l’evolució de l’ús del català a Andorra”, Llengua i Ús, 51, pp. 100-112.
• Bastida, C. and Nicolau i Vila, M. (2011). “Model sistèmic de l’evolució de l’ús del català a Andorra”. Proceedings of the I Jornades «La recerca sociolingüística en l’àmbit de la llengua catalana», pp. 39-40. Xarxa Cruscat. Institut d’Estudis Catalans. Online version.
• Bastida, C. and Nicolau i Vila, M. (2011). “Model sistèmic de l’evolució de l’ús del català a Andorra“. Talk at the Societat Catalana de Sociolingüística. Institut d’Estudis Catalans, 29 September 2011.
• Nicolau i Vila, M. (2009).  “El model sistèmic de l’evolució de l’ús del català a Andorra”. Recull de conferències 2009: 200 anys del naixement de Darwin i 150 anys de L’evolució de les espècies; 4s Debats de recerca: La llengua catalana i Andorra, 25 and 26 September 2009, pp. 207-219. Societat Andorrana de Ciències, Andorra.

 Use of technologies at the English classroom of the Andorran educational system

• Costa, F. (2017). “Policies, beliefs and practices on the use of technology in the EFL classroom in the Andorran school system”. 25th EUROCALL Conference. University of Southampton, 23-26 August 2017.
• Costa, F. (2016). [Ressenya del llibre Languages for Specific Purposes in the Digital Era, de E. Bárcena, T. Read i J. Arús (eds)]. Ibérica, 32, 258-261.

Second Language Acquisition

• Poussier, C., Larraz, V. i Adell, F. (2025). Integración ética de la inteligencia artificial generativa en la educación superior en andorra: retos, regulación y estrategias. Dins A. J. Gairín i M. Galdames-Calderon (Ed.), El impacto de la IA en los procesos de creación y gestión de conocimiento. Las organizaciones educativas en la Sociedad 5.0. Cuadernos de Pedagogía. ISBN versión electrónica: 978-84-9987-260-5
• Poussier Milhau, C., Larraz Rada, V. i Adell Español, F. (2025). Integración ética de la inteligencia artificial generativa en la educación superior en andorra: retos, regulación y estrategias. [conference presentation] VIII congrés internacional EDO 2025, Barcelona.
• Costa, F. (2024). Perceptions, practices, and attitudes on the use of technology in the English as a foreign language classroom [Conference presentation]. EuroCALL 2024, Trnava, Sovakia.
• Azzouz, N.; Gutiérrez-Colón, M.; Usart, M. (2024), A Gamified Learning Environment (Moodle) to Enhance English Language Learning at University Level. International Journal of Instruction 17 (4), 483-502.
• Baró, C. (2024). Discursively competent. Dins J. E. González Vallés, C. Porras Florido i A. Barahona Mora (coord.) Hibridación cultural como resultado de un paradigma social disruptivo. Peter Lang, p. 57-70.
• Baró, C. (2024). Undergraduates’ discourse competence. Dins M. Camino Carrasco, M. Martín Gilete i D. Ortega Sánchez (coord.) Áreas comunicativas y sus nuevos retos. Marcial Pons, p. 41-48.
• Baró, C. (2024). Discourse competence in English from a metacognitive instruction approach and greater learner agency: a case study at the University of Andorra [Tesis doctoral, Universitat d’Andorra]. TDX: https://www.tesisenred.net/handle/10803/690866#page=1
• Cerrato, B. (2024). Enhancing First-Year Students’ Communicative and Language Skills: A Storytelling Approach in the University of Andorra’s Bachelor of Teaching and Learning, in English Linguistics Meets the 21st Century. Dykinson. ISBN:  978-84-1070-062-8
• Cerrato, B. (2024). Telling stories in English: A proposal carried out in the Bachelor of Teaching and Learning of the University of Andorra with the aim of developing communicative and Language skills  [Conference presentation]. I Congreso internacional sobre lingüística inglesa en el siglo XXI. Desafíos y oportunidades.  14 i 15 de març de 2024.
• Azzouz, N. (2023). Rol de la ludificació en l’aprenentatge de segones llengües [Presentació en congrés]. 15ns debats de recerca, Andorra.
• Costa, F. (2023). Percepcions pràctiques i actituds sobre l’ús de la tecnologia a l’aula d’anglès: l’iPad en el sistema educatiu andorrà. [Presentació en congrés]. 15ns debats de recerca, Andorra.
• Azzouz, N.; Gutiérrez-Colón, M. (2022). The role gamification should be given in Second Language Acquisition [Presentació online en congrés]. EuroCALL 2022, Reykjavík, Islàndia.
• Baró, C. (2022). How Could Universities Better Train Efficient Communicators?: Benefits of Metacognition and Metadiscourse. Pòster presentat al XXIX International Conference on Learning. Universitat de València, València, Espanya, 13-15 de juliol 2022.
• Azzouz, N. (2021). Gamification in learning English as a second language: a methodological framework to improve psychobehavioural factors and speaking fluency (tesi doctoral). Universitat d’Andorra, Andorra.
• Azzouz Boudadi, N.; Gutiérrez-Colón, M. (2020). Effect of gamification on students’ motivation and learning achievement in second language acquisition within higher education: A literature review 2011-2019 . The EuroCALL Review, 28(1), 40-56.
• Azzouz, N.; Gutiérrez-Colón, M. (2019). Effect of gamification on foreign language anxiety and speaking achievement in second language acquisition [Presentació en congrés]. Eurocall 2019. Louvain-La-Neuve, Bèlgica.
• Costa, F. (2017). Policies, beliefs and practices on the use of technology in the EFL classroom in the Andorran school system. 25th EUROCALL Conference. University of Southampton, 23-26 agost de 2017.
• Costa, F. (2016). [Ressenya del llibre Languages for Specific Purposes in the Digital Era, de E. Bárcena, T. Read i J. Arús (eds)]. Ibérica, 32, 258-261.

Translation, cultural identity and linguistic diversity

• Cerrato Rodríguez, B., Martínez Heredia, N., Corbacho Valencia, J., M. (2025). La nueva alquimia entre el aprendizaje y la enseñanza. Berlin, Germany: Peter Lang Verlag
• Cerrato, B. (2024). El cuerpo femenino en traducción in La hija extranjera de Najat el Hachmi. Congreso Litter@. I Congreso Internacional de estudios literarios. 25 i 26 de gener de 2024.
• Cerrato, B. (2024). Literary Approaches to the theory of thinness aesthetics. Arts & humanities Open Access Journal, 6(1), pp. 61-65.
• Cerrato, B. (2024). El cuerpo femenino en traducción in La hija extranjera de Najat el Hachmi, en Leer e interpretar la literatura en el siglo XXI. Libro de resúmenes del I Congreso Internacional de Estudios Literarios. Egregius. ISBN: 978-84-1177-058-3.
• Cerrato, B. (2024). Traducciones de la delgadez, in Aproximaciones culturales y didácticas al hecho literario. Dykinson. ISBN: 978-84-1070-056-7.
• Rodríguez, B. C. (2024). Desmontando el mito del monolingüismo:: La riqueza del heterolingüismo y la traducción en un mundo globalizado. In Libro de actas del XVI Congreso Internacional Latina de Comunicación Social 2024 (pp. 123-123). Historia de los Sistemas Informativos (HISIN).
• Cerrato, B. (2023). La cocina en clave de traducción identitaria y cultural. Parallèles, 34(2), pp. 18-30.
• Cerrato Rodríguez, B. (2022). Las escritoras atravesadas: la configuración y (re)presentación de la realidad a través de la lengua, in Miradas cruzadas sobre las desigualdades y las identidades. ISBN 978-84-18167-77-5.
• Cerrato Rodríguez, B. (2022). La globalización de la biografía: la (re)traducción identitaria en la modenidad líquida, in Miradas cruzadas sobre las desigualdades y las identidades. ISBN 978-84-18167-77-5.
• Cerrato Rodríguez, B. (2022). Las escritoras atravesadas: la configuración y (re)presentación de la realidad a través de la lengua, in Lo que segrega también nos conecta. ISBN 978-84-1122-372-0.
• Cerrato Rodríguez, B. (2022). La globalización de la biografía: la (re)traducción identitaria en la modernidad líquida, in El camino hacia las sociedades inclusivas. ISBN 978-84-1122-373-7.

Other subjects

• • Costa, F. (in press). “La diversitat cultural i la llengua“. Recull de conferències 2016: 150 anys de la Nova Reforma (1866-2016); 10ns Debats de recerca: Recerca en Biociències per a la salut. Societat Andorrana de Ciències, Andorra.