Carolina Bastida Serra   cbastida@uda.ad

Coordinator
PhD in the field of Linguistics and electronic communication.
Master in Language and communication, degree in Hispanic philology.

Cèlia Baró Gaillard  cbaro@uda.ad

PhD student in the field of Sociolinguistics and Pedagogy
Master in Hispanic philology and Master in English philology, degree in Hispanic philology and English philology. Professor at the University of Andorra.

Bárbara Cerrato Rodríguez  bcerrato@uda.ad

PhD in the field of Translation and Intercultural Mediation

Master in Translation and Cultural Mediation and Master in Teacher Training, degree in Translation and Interpretation. Professor at the University of Andorra.

Fang Qian qfang@uda.ad

PhD student in the field of Chinese language teaching and learning.

Master in Business Administration,  Bachelor in French Language and literature.
Professor of Chinese language and culture at the Aula Confuci d’Andorra (University of Andorra) and professor at the Yunnan University of Finance and Economics (YNUFE) (China).

Miquel Nicolau i Vila   mnicolau@uda.ad

PhD in Electronic Engineering
Master in intelligent systems and parallel and distributed environments, Computer engineer, degree in Philosophy
Rector of the University of Andorra

 PROJECT 1. Multilingualism at the university

Goal:

• Analysing the University’s sociolinguistic reality in order to provide a language plan that promotes multilingualism and Catalan language sustainability

Actions:

• Diagnosis: analysis of the sociolinguistic reality. Detection and priorisation of needs.
• Regulation: definition of strategies and actions, writing the Action Plan, setting of goals
• Implemetation: application of the training, advice and dissemination actions
• Monitoring and assessment: analysis and monitoring of the different actions implemented, as well as the sociolinguistic situation after the implementation of the Action plan (longitudinal study).

PROJECT 2. Use of technologies in English classrooms of the Andorran educational system

Goal:

• Determine the attitudes, beliefs and practices of students and teachers of Escola Andorrana toward the mobile technologies in the English classroom

Actions:

• Setting of the state of the art
• Setting of the theoretical framework
• Setting of ethical considerations
• Design of surveys and interviews to be carried out

PROJECT 3. Effect of gamification on the learning of a foreign language

Goal:

• Exploring the effects of gamification on (1) learning of English at the University of Andorra, and (2) more precisely on the oral production skill.

Actions:

• Setting of the research project
• Identification of the theoretical framework

PROJECTE 4. Intergenerational language use and attitudes within the portuguese population of Andorra 

Goal:

• Exploring the evolution of language use and attitudes of parents and children within the portugese population of Andorra, analysing the most spoken languages in Andorra: Catalan, Spanish, Portuguese and French.

Actions:

• Setting of the state of the art
• Design of two sociolinguistic surveys: one of them aimed to the parents and the other specifically to the children
• Administration of the surveys to the parents and children

Developed projects

PROJECT 1. NADIC – Neologisms for the updating of the Catalan prescriptive dictionary

Research project coordinated by Universitat Pompeu Fabra with the participation of seven universities from the Catalan-speaking territory.

Goal:

• Selecting and analysing the neologisms from the Observatori de Neologia in order to provide the Secció Filològica of the Institut d’Estudis Catalans a corpus with a thousand of words that are not included in the prescriptive Catalan dictionary and that are good candidates to update the dictionary.

Actions:

• Selection of the most frequent neologisms since DIEC’s second edition (2008-2016)
• Application of criteria that exclude the neologisms that should not be included in the prescriptive dictionary.
• Establishing of of order and weighing criteria
• Analysis of 1000 neologismes and categorisation according to priority rank

PROJECT 2. Expression of emotions in electronic communication

Goal:

• The project’s main objectives are: (1) detecting what are the most frequent resources to express and identify emotions in electronic communication in Catalan; (2) detecting whether the gender and age variables condition the use of these resources.

Actions:

• Administration of online experiments to get to know the expression and identification of emotional signs in two age groups (teenagers and adults).
• Analysis of an electronic conversation corpus to detect the real use of the resources detected in the online experiments.

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

Neology

• 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 at the university

• Díaz, J. M., i Bastida, C. (2019). “Multilingualism in European Language Education: Principality of Andorra”, In C. Lapresta-Rey and À. Huguet (eds.) Multilingualism in European Language Education. Clevedon (RU): Multilingual Matters, p. 72-89.
• Bastida, C., Díaz, J.M. and Nicolau, M. (2015). “Promoting Multilingualism at the University Level. The Case of Andorra”, In Learning and using multiple languages: current findings from research on multilingualism.Cambridge Scholars.
• 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.

Effect of gamification on the learning of a foreign language

• Azzouz, N.; Gutiérrez-Colón, M. (2022). The role gamification should be given in Second Language Acquisition [Conference online presentation]. EuroCALL 2022, Reykjavik, Iceland.
• 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. Communication presented at Eurocall 2019. Louvain-La-Neuve, Belgium.
• Azzouz, N. (2021). Gamification in learning English as a second language: a methodological framework to improve psychobehavioural factors and speaking fluency (Doctoral thesis). Universitat d’Andorra, Andorra.

Cultural, identity and linguistic diversity

• 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.
• Baró, C. (2022). How Could Universities Better Train Efficient Communicators?: Benefits of Metacognition and Metadiscourse. Poster presented at the XXIX International Conference on Learning. University of Valencia, Valencia, Spain, 13-15 July 2022.