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.

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PROJECT 1. Multilingualism and university

This project derives from the need of the University of Andorra to know about its sociolinguistic reality and to have an explicit language policy adapted to the real setting and immediate needs of the University and the country, as well as to promote language learning among the university community, with a special emphasis on English.

Objectives:

1. Know the sociolinguistic reality of the University and provide it with a language plan that promotes multilingualism and the sustainability of the native language.
2. Propose actions to promote the learning and use of languages at the UdA.

Actions developed:

1. Diagnosis: analysis of the initial sociolinguistic reality. Detection and prioritization of needs
2. Regulation: definition of strategies and actions, drafting of the Action Plan, setting an achievement horizon
3. Implementation: application of training, advice and dissemination actions
4. Monitoring and evaluation: analysis and monitoring of the various actions implemented, as well as the sociolinguistic situation subsequent to the implementation of the Plan (longitudinal study).

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 educational system.

Actions developed:

1. Definition of the field of research

• Defensa del Projecte de recerca del doctorat

PROJECTE 3. The Portuguese language in Andorra from a sociolinguistic perspective: the use of code-switching and the emergence of new linguistic creations

This project is part of a research grant awarded jointly by the UdA and Camões – Instituto da Cooperação e da Língua. The research focuses on studying the sociolinguistic profile of the Portuguese community in Andorra.

Objectives:

• To characterize the sociolinguistic profile of the Portuguese community in Andorra through the use of the language in spontaneous contexts.
• To examine how and in which contexts the phenomenon of code-switching (Portuguese-Catalan / Portuguese-Spanish and, occasionally, Portuguese-English) appears in the spontaneous speech of speakers who have Portuguese as their mother tongue.
• To analyze the possible emergence of new linguistic creations, typically associated with the speech of younger speakers (Andersen, 2001).

LANGUAGE AND TECHNOLOGY

This line of research converges the fields of research of the latest GREL doctoral theses. The interest in exploring how technologies can contribute to the improvement of communication and language learning, especially second languages such as English, have led the group to create this new line of research.

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PROJECT 1. Language learning and emerging technologies

One of the lines of research that has had more trajectory within the GREL is related to languages and technology, with three doctoral theses focused on these aspects. That is why the members of the group intend to launch a new common project to investigate educational innovations in the field of emerging technologies in language learning.

Objectives:

1. Explore successful experiences in the field of technology applied to language learning (CALL and MALL) that could be implemented at the University of Andorra.
2. Analyse the impact of communication technologies on learning the oral modality of a language 2 in higher education.
3. Analyse the impact of communication technologies on the acquisition of communicative competence in a language 2.
4. Explore both students’ perceptions and real impacts on their second language learning outcomes.

Actions developed:

1. Definition of the field of research
2. Literature Review (ongoing)

PROJECT 2. The Transformative Potential of Generative Artificial Intelligence (GAI) in the Teaching and Learning of Second or Third Languages in Multilingual Contexts (doctoral thesis)

This doctoral project aims to examine the impact of Generative Artificial Intelligence (GAI) on learning French as a second or third language at the University of Andorra, a setting distinctive for its linguistic diversity (Catalan, English, French). The research will focus on how GAI can be tailored to individual linguistic needs, enhancing French proficiency through personalised educational materials, instant feedback, and objective assessment.

Objectives:

• The effectiveness of GAI in strengthening specific linguistic skills will be explored, contributing to the educational goals of the University of Andorra.
• The advantages and challenges of its educational application will be analysed, gathering perceptions from students and teachers.
• Through a mixed-methods approach, this study aims to offer a deep understanding of how GAI can revolutionize language teaching in multilingual contexts, highlighting its potential for educational innovation and linguistic acquisition at the University of Andorra.

TRANSLATION

In this line, translation is used as a strategy for promoting knowledge and use of languages.

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PROJECT 1. Catalan translation of International Financial Reporting Standards (in collaboration with GREF, UB and 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 with regard to financial information and teaching in Catalan In this field, 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 can be derived that can be published in scientific forums.

Objectives:

1. Translating International Financial Reporting Standards into Catalan.
2. Provide teachers in the field of financial economics in Catalan with essential material to be able to adequately convey certain contents in Catalan.

Actions carried out:

1. Translation of financial reporting standards
2. Linguistic review of financial reporting standards
3. Conceptual review of financial reporting standards
4. Meetings to agree on the translation of financial reporting standards

PROJECT 2. The expression of difference and hybridization 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. Starting from Translation Studies, the different intersemiotic translations of the female body are also analysed, especially in the case of women who live on the border between two cultures.

Objectives:

1. Explore the use of (non-)translation as a tool to defend difference and otherness, especially in the case of hybrid literature.
2. Explore the use of culinary elements as a way to translate otherness into hybrid literature.
3. Study the different intersemiotic translations of the female body, especially in the case of those women who live on the border between two cultures, as is the case of the crossed writers.

Actions carried out:

1. Publications in the field in different journals and congresses (see section publications).

COMPLETED PROJECTS

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PROJECT. NADIC – Neologisms for updating the dictionary

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

Objective:

1. 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:

1. 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:

1. 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:

1. 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:

1. Determine what knowledge of learning strategies UDA students have, how they use them, and whether it is conscious use.
2. Determine what students’ beliefs about writing.
3. Determine the confidence they feel when writing (self-efficacy).
4. To study students’ individual and paired metacognitive reflection before, during and after their written productions.
5. 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

• 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

• 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.
• 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

• 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). 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, 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.
• 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.
• 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