Trained and Non-Trained Language Teachers on CLIL Methodology: Teachers’ Facts and Opinions about the CLIL Approach in the Primary Education Context in Spain by Gema Alcaraz-Mármol

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Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education by Gema Alcaraz Mármol

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L2 Vocabulary Learning From a Lexicultural Approach: Perceptions of a Small Group of Primary Education Students by Gema Alcaraz Mármol

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Actitudes frente a la Mediación Lingüística en un Contexto de Educación Secundaria by Gema Alcaraz Mármol

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Developing intercultural communication in the EFL primary education classroom: Internationalization through virtual team collaboration with eTwinning / Desarrollo de la comunicació... by Gema Alcaraz-Mármol

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SECOND LANGUAGE VOCABULARY ACQUISITION UNDER TWO DIFFERENT TYPES OF INSTRUCTION: THE EFFECTS OF CONCENTRATED AND DISTRIBUTED INTRODUCTION IN IMMEDIATE AND DELAYED RETENTION by Gema Alcaraz-Mármol

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Adapting marketing strategies: a linguistic analysis of wine advertising in Spain, 1970-2010 by Gema Alcaraz-Mármol, Francisco Medina-Albaladejo

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Refugees in the Spanish press: A corpus-assisted study of the semantic prosody of the term refugiado from a diachronic perspective by Gema Alcaraz-Mármol, Jorge Soto-Almela

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APRENDIZAJE DE VOCABULARIO A TRAVÉS DE NEOLOGISMOS EN LA PRENSA FEMENINA ESPAÑOLA: UNA PROPUESTA DIDÁCTICA PARA INGLÉS COMO L2 / VOCABULARY LEARNING THROUGH NEOLOGISM IN SPANISH WO... by María Dolores Mondéjar Fuster, Gema Alcaraz Mármol, Katarzyna Anna Nowak

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Content and Language Integrated Learning Implementation Through Team Teaching in Biology Lessons: A Quasi-Experimental Design With University Students by Malik Satayev, Nuri Balta, Izbassarova R. Shaymerdenovna, Raquel Fernández-Cézar, Gema Alcaraz-Mármol

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