A brief CV

Dr. Martínez-Adrián is an Associate Professor at the UPV/EHU where she received her PhD in 2006. She has been a visiting scholar at the University of Freiburg and at the University of Iowa. Her current teaching involves undergraduate and graduate courses in English language and linguistics.   She is a member of the Language and Speech research group, highlighted by the Basque Government for excellence in research. She has two six-year research periods granted by the National Committee for the Evaluation of Research Activity (CNEAI). Her publications have primarily focused on cross-linguistic influence in L2 and L3 acquisition, the acquisition of morpho-syntactic features in CLIL and  NON-CLIL settings, the acquisition of productive and receptive  vocabulary, the use of  communication strategies, and interaction and focus on form. She has coedited two volumes published by Springer and John Benjamins (Spanish Association of Applied Linguistics award 2014) and a special issue of the International Journal of Bilingual Education and Bilingualism. Her work has appeared in books published by Springer and Multilingual Matters, as well as in journals such as, Revista Española de Lingüística Aplicada,  Vigo International Journal of Applied Linguistics, International Journal of English Studies, ITL International Journal of Applied Linguistics , Journal of Immersion and Content-Based Language Education , Language Teaching Research, European Journal of Applied Linguistics, International Review of Applied Linguistics in Language Teaching, International Journal of Applied Linguistics, Studies in Second Language Learning and Teaching, among others (see www.laslab.org/maria). She has presented her work at national and international conferences (ISB, L3 conference, EUROSLA, AILA, AESLA, AEDEAN).

At present, she is the Academic Secretary of the Department of English, German and Translation and Interpretation Studies, an assessor for the Spanish State Research Agency and a member of the AESLA Scientific Committee.

Modalidad de la tarea y atención a la forma en jóvenes aprendices de inglés como lengua extranjera en contexto AICLE

This talk aims to carry out a brief review of the empirical evidence obtained to date on the use of collaborative tasks, in their oral and written modalities, to attend the formal aspects of the language in the case of young learners being very recently explored in Second Language Acquisition studies in the context of English as a Foreign Language (García Mayo, 2017; Nikolov, 2009; Pinter, 2007; Shintani, 2014). Specifically, there is a pressing need for studies that explore young learners given the differences that exist in their approach to language learning with respect to adults (Oliver and Azkarai, 2017) and also taking into account that it is about providing this population of the best learning opportunities (Enever, 2018; García Mayo, 2017, 2021).

Firstly, we will justify the need to incorporate components of attention to form in CLIL classes in light of the existing empirical evidence regarding the acquisition of specific features of the language (ie Fernández-Pena & Gallardo-del- Puerto, 2021; García Mayo & Villareal Olaizola, 2010; Gutiérrez-Mangado & Martínez-Adrián, 2018; Lázaro Ibarrola, 2012; Martínez-Adrián & Gutiérrez-Mangado, 2009, 2015ab; Vraciu, 2020).

Secondly, we will focus on the use of collaborative tasks for the attention to formal aspects measured through the Language Related Episodes (ERLs), which have been defined as those moments in which the learners speak of the language, they are using, their use is questioned or they correct or self-correct (Swain & Lapkin, 1998) while carrying out these tasks. Specifically, we will review recent studies carried out with fifth and sixth grade children in a CLIL context framed in an interactionist and sociocultural approach. These studies have revolved around the impact of the task modality on the production, nature, resolution and incorporation of ERLs in the final products of oral and written tasks (Gallardo-del-Puerto & Martínez-Adrián, in press; García Mayo & Imaz Agirre, 2019; Gutiérrez-Mangado & Basterrechea, forthcoming; Martínez-Adrián & Gallardo-del-Puerto, forthcoming)

We will also refer to research that has addressed the factors that can interact with the task modality, such as the type of pairing, the dynamics of the couple’s interaction, the use of the first languages ​​during the interaction or the attitudes of the participants towards the task (Basterrechea & Gallardo-del-Puerto, 2020; Gallardo-del-Puerto & Basterrechea, in press; Martínez-Adrián & Arratibel-Irazusta, 2020; Martínez-Adrián & Gutiérrez-Mangado, in press).

We will end with a series of pedagogical implications that can be derived from the research carried out and future lines of research aimed at exploring other pedagogical interventions aimed at enhancing the formal aspects of the language.