Publications (2009-present)
Barón, Júlia, M. Luz Celaya & Peter Watkins. 2024. Pragmatics in Language Teaching: From Research to Practice. London, UK: Routledge.
Celaya, M. Luz, Amengual, Marian, Martínez-Flor, Alicia & Barón, Júlia. 2023. Using audio-visual material in Second Language Acquisition courses: An analysis for English Philology/English Studies. In Luis Javier Conejero Magro, Cristina Blanco García, Laura Méndez Márquez & Jennifer Ruiz Morgan (Eds.), Bridging Cultures. English and American Studies in Spain, pp. 121-127. Cáceres: Universidad de Extremadura. E-book of the 45 AEDEAN Conference.
Montañés, Júlia & M. Luz Celaya. 2023. ‘Why am I Learning Spanish at 65?’ A Multiple Case Study of L1 English Senior Learners of Spanish as a Foreign Language. Revista Electrónica de Lingüística Aplicada (RAEL), 22(1), 125-147.
Celaya, M. Luz & López-Flores, Silvia. 2023. ‘I feel like a snake changing its skins’: A plurilingual project. English Language Teaching Journal (ELTJ), 97(1): 33-41.
Ortega, Mireia, Barón, Júlia & Celaya, M. Luz. 2023. ‘Is this polite or not?’ Raising pragmatic awareness through task-supported language teaching. AILA (special issue edited by L. Takeda). https://lutakeda55.wixsite.com/ltipa-1-proceedings
https://6b99d522-e388-4ccc-bcd3-251160172214.filesusr.com/ugd/082421_9ce1ef441da44c1a9e40ee032d1f1de0.pdf
Barón, Júlia & Celaya, M.Luz. 2022. “May I do something for you?”: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Special Issue: Teaching second language pragmatics in the current era of globalization. Language Teaching Research, 26 (2): 238-255.
Caballero, Núria & Celaya, M. Luz. 2022. Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism, 25:1, 301-313.
Martín-Chazeaud, Alex & Celaya, M. Luz. 2021. Does the choice of language in tests have an impact on gender equality in primary education? A case study in Senegal. African Journal of Education and Practice, 7, 3(2): 14-32.
Khazdouzian, Yashar, Celaya, M. Luz & Barón, Júlia. 2021. When watching is not enough: The effects of captions on L2 pragmatics acquisition and awareness. RAEL, Revista Electrónica de Lingüística Aplicada, 19, 2: 90-107.
McKeown, Joshua, Celaya, M. Luz & Ward, Heather. 2021. Academic development. The impact of education abroad on students as learners. In A. Odgen, B. Streitwieser & C. Van Mol (Eds.), Education Abroad: Bridging Scholarship and Practice, pp. 77-91. London, UK: Routledge.
Martín-Chazeaud, Alex & Celaya, M. Luz. 2020. The language of tests at school in submersion programs: an experimental study in rural Senegal. Journal of Popular Education in Africa, 4: 202-221.
Barón, Júlia, Celaya, M. Luz & Levkina, Mayya. 2020. Learning pragmatics through tasks: When interaction plays a role. Applied Pragmatics 2, 1: 1-25.
Celaya, M. Luz. 2019. The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4, 41. doi:10.3390/languages4020041.
Celaya, M.Luz; Panelli, Laura & Barón, Júlia. 2019. “I’m jealous but I am very happy”: Congratulating in an EFL context. In Gutiérrez, J., Martínez-Adrián, M. & Gallardo, F. (eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 149-167. London: Springer.
Ortega, Mireia & Celaya, M. Luz. 2019. Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less? Languages 4, 55. doi:10.3390/languages4030055.
Laso, N.J.; Comelles, E.; Celaya, M. L.; Forcadell, M. 2016. Corpora and new technologies in the linguistics classroom: a pedagogical use of a clause pattern database. RAEL (Revista Electrónica de Lingüística Aplicada) 1, 15: 150-165.
Celaya, M. L. & Barón, J. 2015. The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics 3, 2: 181-203.
Celaya, M.L.; J.Barón; I. Miralpeix. 2014. Trabajo de campo sobre adquisición del inglés como lengua extranjera y tutorización entre iguales. In A. Parcerisa (Coord.). Experiencias de evaluación continuada en la Universidad. pp. 40-46. Barcelona: Octaedro.
Laso, N.J.; Comelles, E.; Verdaguer, I.; Forcadell, M; Celaya, M.L. 2014. The Clause pattern database (CPDB): A learning and teaching corpus-based methodological tool. CIDUI’s Journal (Actas Congrès Internacional de Docència Universitària I Innovació) 2: 1-16.
Ortega, M. & Celaya, M.L. 2013. “El gos és a dins del basket”: Lexical CLI in L3 Catalan by L1 English-speaking learners. RESLA (Revista Española de Lingüística Aplicada) 26: 409-432.
Andria, M., Miralpeix I.; Celaya M.L. 2012. Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language by Spanish speakers. Selected Papers of the 10th International Conference of Greek Linguistics. Komotini: Democritus University of Thrace.
Celaya, M. L. 2012. "'I wish I were three!' Learning EFL at an Early Age". In González Davies, M. & A. Taronna (Eds.), New Trends in Early Foreign Language Learning: The Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices. Newcastle upon Tyne: Cambridge Scholars' Publishing, pp. 2-12.
Ruiz de Zarobe, Y. & Celaya, M. L. 2011. CLIL across languages: Research outcomes in two bilingual communities. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información (TESI) (Monograph "Sociedad de la Información, Lenguas Minoritarias, Educación en Bilingüismo y CLIL) 1, 3: 200-214
Celaya, M.L.; Ruiz de Zarobe, Y. 2010. First languages and age in CLIL and non-CLIL contexts. International CLIL Research Journal 1, 3: 60-66.
Barón, J.; Celaya, M.L. 2010. Developing pragmatic fluency in an EFL context. In Roberts, L; M. Howard, M. Ó Laoire & D. Singleton (Eds.). EUROSLA Yearbook. Amsterdam: John Benjamins, pp. 38-61.
Celaya, M. L.; T. Navés. 2009. Written production in English as a Foreign Language: age-related differences and associated factors
In R. Manchón (ed.) Learning, Teaching and Researching Writing in Foreign Language Learning Contexts. pp. 130-155. Clevedon: Multilingual Matters.
Celaya, M. Luz, Amengual, Marian, Martínez-Flor, Alicia & Barón, Júlia. 2023. Using audio-visual material in Second Language Acquisition courses: An analysis for English Philology/English Studies. In Luis Javier Conejero Magro, Cristina Blanco García, Laura Méndez Márquez & Jennifer Ruiz Morgan (Eds.), Bridging Cultures. English and American Studies in Spain, pp. 121-127. Cáceres: Universidad de Extremadura. E-book of the 45 AEDEAN Conference.
Montañés, Júlia & M. Luz Celaya. 2023. ‘Why am I Learning Spanish at 65?’ A Multiple Case Study of L1 English Senior Learners of Spanish as a Foreign Language. Revista Electrónica de Lingüística Aplicada (RAEL), 22(1), 125-147.
Celaya, M. Luz & López-Flores, Silvia. 2023. ‘I feel like a snake changing its skins’: A plurilingual project. English Language Teaching Journal (ELTJ), 97(1): 33-41.
Ortega, Mireia, Barón, Júlia & Celaya, M. Luz. 2023. ‘Is this polite or not?’ Raising pragmatic awareness through task-supported language teaching. AILA (special issue edited by L. Takeda). https://lutakeda55.wixsite.com/ltipa-1-proceedings
https://6b99d522-e388-4ccc-bcd3-251160172214.filesusr.com/ugd/082421_9ce1ef441da44c1a9e40ee032d1f1de0.pdf
Barón, Júlia & Celaya, M.Luz. 2022. “May I do something for you?”: The effects of audio-visual material (captioned and non-captioned) on EFL pragmatic learning. Special Issue: Teaching second language pragmatics in the current era of globalization. Language Teaching Research, 26 (2): 238-255.
Caballero, Núria & Celaya, M. Luz. 2022. Code-switching by primary school bilingual EFL learners: A study on the effect of proficiency and modality of interaction. International Journal of Bilingual Education and Bilingualism, 25:1, 301-313.
Martín-Chazeaud, Alex & Celaya, M. Luz. 2021. Does the choice of language in tests have an impact on gender equality in primary education? A case study in Senegal. African Journal of Education and Practice, 7, 3(2): 14-32.
Khazdouzian, Yashar, Celaya, M. Luz & Barón, Júlia. 2021. When watching is not enough: The effects of captions on L2 pragmatics acquisition and awareness. RAEL, Revista Electrónica de Lingüística Aplicada, 19, 2: 90-107.
McKeown, Joshua, Celaya, M. Luz & Ward, Heather. 2021. Academic development. The impact of education abroad on students as learners. In A. Odgen, B. Streitwieser & C. Van Mol (Eds.), Education Abroad: Bridging Scholarship and Practice, pp. 77-91. London, UK: Routledge.
Martín-Chazeaud, Alex & Celaya, M. Luz. 2020. The language of tests at school in submersion programs: an experimental study in rural Senegal. Journal of Popular Education in Africa, 4: 202-221.
Barón, Júlia, Celaya, M. Luz & Levkina, Mayya. 2020. Learning pragmatics through tasks: When interaction plays a role. Applied Pragmatics 2, 1: 1-25.
Celaya, M. Luz. 2019. The Emergence and Development of Syntactic Patterns in EFL Writing in a School Context: A Longitudinal Study. Languages 4, 41. doi:10.3390/languages4020041.
Celaya, M.Luz; Panelli, Laura & Barón, Júlia. 2019. “I’m jealous but I am very happy”: Congratulating in an EFL context. In Gutiérrez, J., Martínez-Adrián, M. & Gallardo, F. (eds.), Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice, 149-167. London: Springer.
Ortega, Mireia & Celaya, M. Luz. 2019. Lexical Crosslinguistic Influence and Study Abroad: Do Learners Use L1-Based Resources Less? Languages 4, 55. doi:10.3390/languages4030055.
Laso, N.J.; Comelles, E.; Celaya, M. L.; Forcadell, M. 2016. Corpora and new technologies in the linguistics classroom: a pedagogical use of a clause pattern database. RAEL (Revista Electrónica de Lingüística Aplicada) 1, 15: 150-165.
Celaya, M. L. & Barón, J. 2015. The interface between grammar and pragmatics in EFL measurement and development. European Journal of Applied Linguistics 3, 2: 181-203.
Celaya, M.L.; J.Barón; I. Miralpeix. 2014. Trabajo de campo sobre adquisición del inglés como lengua extranjera y tutorización entre iguales. In A. Parcerisa (Coord.). Experiencias de evaluación continuada en la Universidad. pp. 40-46. Barcelona: Octaedro.
Laso, N.J.; Comelles, E.; Verdaguer, I.; Forcadell, M; Celaya, M.L. 2014. The Clause pattern database (CPDB): A learning and teaching corpus-based methodological tool. CIDUI’s Journal (Actas Congrès Internacional de Docència Universitària I Innovació) 2: 1-16.
Ortega, M. & Celaya, M.L. 2013. “El gos és a dins del basket”: Lexical CLI in L3 Catalan by L1 English-speaking learners. RESLA (Revista Española de Lingüística Aplicada) 26: 409-432.
Andria, M., Miralpeix I.; Celaya M.L. 2012. Crosslinguistic Influence in the Acquisition of Greek as a Foreign Language by Spanish speakers. Selected Papers of the 10th International Conference of Greek Linguistics. Komotini: Democritus University of Thrace.
Celaya, M. L. 2012. "'I wish I were three!' Learning EFL at an Early Age". In González Davies, M. & A. Taronna (Eds.), New Trends in Early Foreign Language Learning: The Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices. Newcastle upon Tyne: Cambridge Scholars' Publishing, pp. 2-12.
Ruiz de Zarobe, Y. & Celaya, M. L. 2011. CLIL across languages: Research outcomes in two bilingual communities. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información (TESI) (Monograph "Sociedad de la Información, Lenguas Minoritarias, Educación en Bilingüismo y CLIL) 1, 3: 200-214
Celaya, M.L.; Ruiz de Zarobe, Y. 2010. First languages and age in CLIL and non-CLIL contexts. International CLIL Research Journal 1, 3: 60-66.
Barón, J.; Celaya, M.L. 2010. Developing pragmatic fluency in an EFL context. In Roberts, L; M. Howard, M. Ó Laoire & D. Singleton (Eds.). EUROSLA Yearbook. Amsterdam: John Benjamins, pp. 38-61.
Celaya, M. L.; T. Navés. 2009. Written production in English as a Foreign Language: age-related differences and associated factors
In R. Manchón (ed.) Learning, Teaching and Researching Writing in Foreign Language Learning Contexts. pp. 130-155. Clevedon: Multilingual Matters.