(in alphabetical order)
Bardi, M. & L.-M. Muresan (2020). New Roles for ESP Lecturers: The Challenges of Training Professional Researchers in Romanian Higher Education. In A. Slapac & S. A. Coppersmith (eds.) Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators (pp. 181-207). DOI: 10.4018/978-1-7998-1962-2.ch00
Basturkmen, H. & Bocanegra-Valle, A. (2018). “Materials and lesson design: The beliefs and practices of experienced ESP teachers”. In Y. Kirkgöz et al. (eds.). Key issues in English for Specific Purposes. Springer.
Bennett, K., & Muresan, L.-M. (2016). Rhetorical incompatibilities in academic writing: English versus the Romance languages. Synergy, 12, 1.
Bocanegra-Valle, A. (2016). Needs analysis for curriculum design. In K. Hyland & P. Shaw (eds.). The Routledge Handbook of English for Academic Purposes. Abingdon, Oxford: Routledge, 560-576.
Bocanegra-Valle, A. (2017). How credible are open access emerging journals? A situational analysis in the humanities. In M. Cargill & S. Burgess (eds.), Publishing research in English as an Additional Language: Practices, pathways and potentials (pp. 121-149). Adelaide: University of Adelaide Press.
Bocanegra Valle, A. (2017). “Reseña de Technology-Enhanced Language Learning for Specialized Domains. Practical Applications and Mobility. Elena Martín-Monje, Izaskun Elorza and Blanca García Riaza (eds). London & New York: Routledge, 2016. 286 pages. ISBN: 978-1-138-12043-3”. Ibérica 33: 273-277.
Bocanegra Valle, A. (2018). English as a lingua franca on the International Campus of Excellence: Initiatives and outcomes. EPIC Series in Language and Linguistics. Special issue on LSP in Multi-disciplinary contexts of teaching and research (ed. A. Curado-Fuentes), vol: 3, pp. 12-18.
Bocanegra-Valle, A. (forthcoming). Building a reputation in global scientific communication: A SWOT analysis of Spanish humanities journals. Canadian Journal of Sociology, 42(4).
Bocanegra Valle, A. (forthcoming). Promotional discourse at internationalised universities: A critical discourse analysis approach. Proceedings of 35th AESLA Conference, Jaén, May 2017.
Bocanegra Valle, A. (forthcoming). Researching academic genres and discourse with qualitative data analysis software tools. Proceedings of the 1st International Conference on Corpus Analysis in Academic Discourse. Valencia, 22-24 November 2017.
Codreanu, A.-A., Muresan, L.-M-, Panait, N.-A. (2019). Mapping Out the Peer Review Genre as Reflected in Multilingual Journal Requirements. Dialogos, Vol. XX, 36: 11-32.
Guillén-Galve, I. (2018). Needs analysis and competence profiling through ethnographic methods: the case of the Academic English course at the Graduate School of a Spanish university. In Alejandro Curado (Ed.), LSP in Multi-disciplinary contexts of Teaching and Research. Papers from the 16th International AELFE Conference (pp. 110-116). EPiC Series in Language and Linguistics, vol. 3.
Guillén-Galve, I. (2018). Investigating the teaching of the pronunciation of English as a Lingua Franca to Adult Learners of EAP: a case for fine-tuning at the intersection of socio-linguistics and English language education. In I. Guillén & I. Vázquez (eds.), English as a Lingua Franca and Intercultural Communication: implications and/or applications to the field of English Language Teaching. Bern: Peter Lang.
Guillén, I. & Vázquez, I. (eds.), (2018). English as a Lingua Franca and Intercultural Communication: implications and/or applications to the field of English Language Teaching. Bern: Peter Lang.
Luzón, M.J. (2017). Connecting genres and languages in online scholarly communication. Written Communication, 34(4), 441-471. DOI: 10.1177/0741088317726298
Luzón, M.J. (2017). An ELF-oriented approach to teaching ESP: Meeting students’ needs to communicate in a global context. In M. Sowa, & J. Krajka (eds.), Innovations in Languages for Specific Purposes – Present Challenges and Future Promises (pp. 31-50). Frankfurt am Main: Peter Lang.
Luzón, M.J. (2018). Constructing academic identities online: Identity performance in research group blogs written by multilingual scholars. Journal of English for Academic Purposes, 33, 24-39. https://doi.org/10.1016/j.jeap.2018.01.004
Luzón, M.J. (2018). Features of online ELF in research group blogs written by multilingual scholars. Discourse Context and Media, 24, 24-32. https://doi.org/10.1016/j.dcm.2018.01.004
Luzón, M.J. (2018). English as a Lingua Franca in academic blogs: its co-existence and interaction with other languages. In Z. Tatsioka, Z., B. Seidlhofer, N. Sifakis, N. & G. Ferguson, G. (eds.), Using English as a Lingua Franca in education in Europe. Berlin and Boston: de Gruyter Mouton.
Luzón, M.J. (2018). Variation in academic writing practices: the case of reporting verbs in English-medium research articles. Ibérica, Journal of the European Association of Languages for Specific Purposes, 36, 171-194.
Luzón, M.J. (2018). Academic social networking sites (ASNS) as ELF settings: an analysis of interactional strategies in ResearchGate discussions. In I. Guillén & I. Vázquez (eds.), English as a Lingua Franca and Intercultural Communication: implications and/or applications to the field of English Language Teaching. Bern: Peter Lang.
Luzón, M.J. (2019). Bridging the gap between experts and publics: the role of multimodality in disseminating research in online videos. IBÉRICA, Journal of the European Association of Languages for Specific Purposes, 37, 167-192.
Luzón, M. J. & Pérez-Llantada, C. (eds). (2019). Science communication on the Internet: Old genres meet new genres. Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.308
Luzón, M. J. & Pérez-Llantada, C. (2019). Connecting traditional and new genres: Trends and emerging themes. In Luzón, M. J. & Pérez-Llantada, C. (eds). 2019. Science communication on the Internet: Old genres meet new genres. (pp. 1-18). Amsterdam: John Benjamins. https://doi.org/10.1075/pbns.308.01luz
Muresan, L.-M. & Pérez-Llantada, C. (2019). Research writing in English in a Romanian academic ecosystem: A case study of an experienced multiliterate researcher. In K. Englander, J. Corcoran & L.-M. Muresan (eds.), Pedagogies and Policies on Publishing Research in English: Local Initiatives Supporting International Scholars (pp. 109-127). New York: Routledge.
Orna-Montesinos, C. (2016). Intercultural communication in the Military: A resource pack for the ESP teacher. Lambert Academic Publishing. ISBN: 978-3-659-96875-4
Orna-Montesinos, C. (2017). The scope of intercultural communication in a military-specific language learning program. Journal of Teaching English for Specific and Academic Purposes, 5(1), 13-33.
Orna-Montesinos, C. (2018). Language practices and language policies in conflict: An ELF approach to international military communication. Journal of English as a Lingua Franca, 7(1).
Orna-Montesinos, C. (2018). Perceptions towards intercultural communication: Military students in a higher education context. In Z. Tatsioka, B. Seidlhofer, N. Sifakis & G. Ferguson (eds). English in Europe – Using English as a Lingua Franca in Education in Europe. Berlin: de Gruyter Mouton.
Orna-Montesinos, C. (2018). Reconceptualizing linguistic diversity and its role in intercultural communication: A literature review. In I. Guillén & I. Vázquez (eds.), English as a Lingua Franca and Intercultural Communication: implications and/or applications to the field of English Language Teaching. Bern: Peter Lang.
Pérez-Llantada, C. (2016). Globalization and Applied Linguistics. In A. Linn, Investigating English in Europe. Contexts and agendas (pp. 117-124). Berlin: Mouton de Gruyter.
Pérez-Llantada, C. (2016). How is the digital medium shaping research genres? Some cross-disciplinary trends. ESP Today Journal of English for Specific Purposes at Tertiary Level, 4, 22-42.
Pérez-Llantada, C., & Swales, J. M. (2017). English for Academic Purposes. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp. 42-55). New York: Routledge.
Pérez-Llantada, C. (2018). ELF and linguistic diversity in EAP writing pedagogy: academic biliteracy in doctoral education. In Z. Tatsioka, B. Seidlhofer, N. Sifakis & G. Ferguson (eds). English in Europe – Using English as a Lingua Franca in Education in Europe. (in press) Berlin: de Gruyter Mouton.
Pérez-Llantada, C. (2018). Bringing into focus multilingual realities: Faculty perceptions of academic languages on campus. Lingua 212, 30-43. https://doi.org/10.1016/j.lingua.2018.05.006
Pérez-Llantada, C. (2019). Ecologies of genres and an ecology of languages of science: current and future debates. In David Gruber & Lynda Walsh (eds.) The Routledge Handbook of Language and Science (pp. 361-374). New York: Routledge.
Pérez-Llantada, C. (2020). Book review of Knowledge Construction in Academia. A Challenge for Multilingual Scholars, Elena Sheldon. Peter Lang (2018). English for Specific Purposes, 57, 38-39. https://doi.org/10.1016/j.esp.2019.09.003
Pérez-Llantada, C.(2020). Book review of Academic Discourse and Global Publishing, Ken Hyland and Feng (Kevin) Jiang, Routledge, London and New York (2019), Journal of English for Academic Purposes Article Number: 100847 DOI information: 10.1016/j.jeap.2020.100847
Pérez-Llantada, C. (2020). Knowledge dissemination, genres and transformative practice. In M. Gotti, S. Maci and M. Sala (eds.), Scholarly Pathways. Knowledge Transfer and Knowledge Exchange in Academia (pp. 5-10). Bern: Peter Lang.
Pérez-Llantada, C. (2021).Grammar features and discourse style in digital genres: the case of science-focused crowdfunding projects. Revista Signos. Estudios de Lingüística, 54(105), 73-96. Open access.
Pérez-Llantada, C. (2021). Research Genres across Languages. Cambridge: Cambridge University Press.
Vázquez, I., Luzón, M. J., & Pérez-Llantada, C. (2019). Linguistic diversity in a traditionally monolingual university: a multi-analytical approach. In J. Jenkins & A. Mauranen (eds.), Linguistic Diversity on the International Campus (pp. 74-95). London: Routledge.