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RESULTS

Scientific and technical publications directly derived from the project's results

 

Bobkina, J., & Domínguez Romero, E. (2023). Towards a quality standardized technological education in Spain: A case study with EFL preservice teachers. Journal of Research in Applied Linguistics, 14(2), 55–66. https://rals.scu.ac.ir/article_18690.html

Carretero, M. (2023a). Knowledge and belief in the times of COVID-19: A comparative analysis of epistemicity in English newspaper discourse of two stages of the pandemic. Applied Corpus Linguistics, 3, 100054. https://doi.org/10.1016/j.acorp.2023.100054

Carretero, M. (2023b). The expression of epistemicity in British internet discussion forums in contrast with newspaper opinion articles and political speeches. Anglica, 32(2), 43–69. https://doi.org/10.7311/0860-5734.32.2.03

Carretero, M. (2023c). Noticeably better, visibly shaken: The use of four adverbs of high perceivability with meanings of attitude. Word, 69(2), 117–136. https://doi.org/10.1080/00437956.2023.2202602

Carretero, M., & Domínguez Romero, E. (2024). Effective stance in conservative newspaper opinion articles on irregular immigration and refugee humanitarian crises. Alicante Journal of English Studies / Revista Alicantina de Estudios Ingleses.

Carretero, M., Domínguez Romero, E., & Martín de la Rosa, V. (2024). Reported speech in opinion newspaper articles and political speeches: An English/Spanish contrastive approach. In A. Baicchi & C. Broccias (Eds.), Constructional and cognitive explorations of contrastive linguistics (pp. 239–260). Springer. https://doi.org/10.1007/978-3-031-46602-1_12

Coniglio, M., & Monforte, S. (2025). Peripheral vs. non-peripheral optative particles. Folia Linguistica, 59(2), 351–367.

Carretero, M. & Moratón-Gutiérrez, L. (2026). Effective stance in English and Spanish newspaper opinion articles on irregular immigration and humanitarian crises: The Independent versus El Mundo. In N. Ramón García & M. Pérez Blanco (Eds.), Multilingual Corpus Research: Advances and challenges (pp. 45-70). John Benjamins Publishing Company. https://doi.org/10.1075/scl.126.02car

Domínguez Romero, E. (2022). Reportive evidentiality: A perception-based complement approach to digital discourse in Spanish and English. Journal of Pragmatics, 201, 134–148. https://doi.org/10.1016/j.pragma.2022.09.011

Domínguez Romero, E. (2023). Ver-based evidential re/positioning strategies in conservative digital newspaper readers’ comments on controversial immigration policies in Spanish. Languages, 8(3), 171. https://doi.org/10.3390/languages8030171

Domínguez Romero, E. (2026). Between support and reactance: Epistemic and effective stance-taking in polarised digital public responses to reclamation discourse. International Journal of Politics, Culture and Society. https://doi.org/10.1007/s10767-026-09571-7

Domínguez Romero, E. & Bobkina, J. (2023a). Art and technology for listening comprehension: A multimodal framework for classroom implementation of self-created videos. In E. Domínguez Romero, J. Bobkina, S. Stefanova Radoulska, & C. Herrero (Eds.), Rethinking multimodal literacy in theory and practice (pp. 141–164). Peter Lang AG.

Domínguez Romero, E., & Bobkina, J. (2023b). Including diversity through cinema-based affective literacy practices: A case study with EFL/ESL pre-service teachers. Innovation in Language Learning and Teaching, 17(4), 859–871. https://doi.org/10.1080/17501229.2023.2168007

Domínguez Romero, E. & Bobkina, J. (2024). Towards a stance de-centring model for the foreign language classroom: Training 21st-century agents of change. Thinking Skills and Creativity, 54, 101603. https://doi.org/10.1016/j.tsc.2024.101603

Domínguez Romero, E. & Bobkina, J. (2025). Stance de-centring in Intercultural Virtual Societal Challenge (IVSC) e-modules for anti-racist foreign language education. Innovations in Education and Teaching International, 1–16. https://doi.org/10.1080/14703297.2025.2561025

Domínguez Romero, E., & Bobkina, J. (2026). Epistemic, emotional, and effective stance strategies for the linguistic articulation of visual critical thinking in interculturally responsive EFL instruction. Thinking Skills and Creativity, 60, 102054. https://doi.org/10.1016/j.tsc.2025.102054

Domínguez Romero, E., Bobkina, J., & Carretero, M. (2026). Operationalising the stance de-centring model (2024) in digital foreign language learning: The DeStance app. In E. Domínguez Romero, J. Bobkina, F. Serafini, & M. Carretero (Eds.), Language and literacy in transition: Reimagining inclusion and educational futures in a global context (pp. 25–40). Springer. https://doi.org/10.1007/978-3-032-16904-4

Domínguez Romero, E., Bobkina, J., Serafini, F., & Carretero, M. (Eds.). (2026). Language and literacy in transition: Reimagining inclusion and educational futures in a global context. Springer. https://link.springer.com/book/9783032169037

Domínguez Romero, E., Bobkina, J., Stefanova Radoulska, S., & Herrero, C. (Eds.). (2023). Rethinking multimodal literacy in theory and practice. Peter Lang AG. https://doi.org/10.3726/B20792

Domínguez Romero, E., Carretero, M., & González-Vázquez, M. (2026). Concealed responsibility and implicit meaning: Nonpersonal epistemic stance presupposition triggers in UK Conservative parliamentary and newspaper opinion migration discourse. In N. Yáñez-Bouza, D. González-Álvarez, & E. Rama-Martínez (Eds.), Register and discourse through the lens of corpus linguistics (pp. 209–240). John Benjamins. https://doi.org/10.1075/scl.127

Domínguez Romero, E., Carretero, M., Trnavac, R., Pérez Blanco, M., Mora López, N., Moratón Gutiérrez, L., & Zamorano-Mansilla, J. R. (2026). Racismmaff corpus (1.0.0) [Data set]. Zenodo. https://doi.org/10.5281/zenodo.20734992

Domínguez Romero, E., Sanhueza-Campos, C., Díaz-Vargas, C., Vildósola Campos, M., & Sáez Carrillo, K. (2025). Exploring the use of epistemic and effective stance strategies in the EFL classroom: Evidence from reflective writing. Sage Open, 15(4). https://doi.org/10.1177/2158244025137883

Domínguez Romero, E. & Zamorano-Mansilla, J. (2026). The role of epistemic stance in shaping conservative newspaper opinion narratives on refugees and irregular immigrants in the UK and Spain. In N. Ramón García & M. Pérez Blanco (Eds.), Multilingual Corpus Research: Advances and challenges (pp. 91-122). John Benjamins Publishing Company. https://doi.org/10.1075/scl.126.04rom

González-Vázquez, M. (2022a). Unhas notas sobre o sistema evidencial galego. Estudos de Lingüística Galega, 14(1), 1–33. https://doi.org/10.15304/elg.14.7767

González-Vázquez, M. (2022b). The construction of stereotypes through language: The case of evidential markers. In E. Gregoromichelaki, X. Hough, & J. D. Kelleher (Eds.), Proceedings of the 26th Workshop on the Semantics and Pragmatics of Dialogue (pp. 242–246). Technological University Dublin.

González-Vázquez, M. (2023a). Aspectos cognitivo-culturais subxacentes ao emprego dos marcadores evidenciais en galego. Moenia. Revista Lucense de Lingüística, 1–30.

González-Vázquez, M. (2023b). Da indireccionalidade á retranca: Análise das características lingüísticas asociadas á imaxe estereotipada do falante galego. Servizo de Publicacións da Universidade de Vigo.

González-Vázquez, M. (2025). Factores pragmáticos en el uso de los marcadores evidenciales en gallego. Revista Española de Lingüística Aplicada / Spanish Journal of Applied Linguistics, 38(2), 436–459.

González-Vázquez, M. (2026). Personal and non-personal epistemic stance in Spanish and Galician political opinion articles: A corpus-based approach. In N. Ramón García & M. Pérez Blanco (Eds.), Multilingual corpus research: Advances and challenges (pp. 123–150). John Benjamins Publishing Company. https://doi.org/10.1075/scl.126.05gon

González-Vázquez, M. (in press). Evidencialidad y límites de la información: Una dimensión dual del posicionamiento epistémico en gallego. Peter Lang.

Lavid, J., Moratón-Gutiérrez, L., & Sánchez-Pardo, E. (2023). Exploring how readers react to poetry in ESL through eye-tracking: Novice and expert reading practices in comparison. In M. Valero-Redondo & F. J. Rodríguez-Mesa (Eds.), Innovación en la enseñanza de lenguas: Mejoras docentes para el aprendizaje del siglo XXI. Dykinson.

Marín-Arrese, J., & Martín de la Rosa, V. (2026). Representation of Syrian and Ukrainian refugees and asylum seekers in the discourse of mainstream media: A contrastive corpus study. In N. Ramón García & M. Pérez Blanco (Eds.), Multilingual corpus research: Advances and challenges (pp. 19–44). John Benjamins Publishing Company. https://doi.org/10.1075/scl.126.01mar

Marín-Arrese, J., Mora-López, N., & Ferrer-Navas, S. (2024). Legitimisation and persuasion in discourse: Effective stance in journalistic and political discourse in English and Spanish. In A. Baicchi & C. Broccias (Eds.), Constructional and cognitive explorations of contrastive linguistics (pp. 153–173). Springer. https://doi.org/10.1007/978-3-031-46602-1_9

Martín de la Rosa, V. (2025). La metáfora como herramienta de polarización. In C. Maíz Arévalo & J. A. Latorre (Eds.), Conflicto y polarización en el discurso actual (pp. 53–70).

Monforte, S. (2020). Syntactic analyses of modal particles through the microvariation of Basque ote. Glossa: A Journal of General Linguistics, 5(1), 1–29.

Monforte, S. (2021). On the pragmatic development of modal particles in Navarrese-Lapurdian Basque: Hori emain ote nauzu? In S. Hancil & A. Haselow (Eds.), Studies at the grammar–discourse interface (pp. 58–75). John Benjamins.

Monforte, S. (2026). Sentence adverbs and modal particles in Basque. In M. Coniglio, K. Müller, & M. Steinbach (Eds.), Adverbs and particles at the form–meaning interface (pp. 100–115). John Benjamins.

Mora-López, N. (2024). Are all refugees the same? A comparison of the use of effective stance between Syrian and Ukrainian crises in opinion columns. In D. Martín González & P. Román Porras (Coords.), English linguistics meets the 21st century (pp. 613–628). Dykinson.

Mora-López, N., & Sánchez-Moya, A. (2026). The use of effectivity in opinion articles about the Ukraine migrant crisis. In N. Ramón García & M. Pérez Blanco (Eds.), Multilingual corpus research: Advances and challenges (pp. 71–90). John Benjamins Publishing Company. https://doi.org/10.1075/scl.126.03mor

Moratón-Gutiérrez, L., Carretero, M., & Zamorano Mansilla, J. R. (2023a). Exploring image choice impact on university students’ cognition and reading comprehension processes: Some pedagogical implications. In M. Valero-Redondo & F. J. Rodríguez-Mesa (Eds.), Innovación en la enseñanza de lenguas: Mejoras docentes para el aprendizaje del siglo XXI (pp. 395–418). Dykinson.

Moratón Gutiérrez, L., Domínguez Romero, E., & Lasso Liceras, A. (2023). Exploring image choice impact on university students’ cognition and reading comprehension processes: Some pedagogical implications. In M. Valero-Redondo & F. J. Rodríguez-Mesa (Eds.), Innovación en la enseñanza de lenguas: Mejoras docentes para el aprendizaje del siglo XXI (pp. 395–418). Dykinson. 

Ramón García, N., & Pérez Blanco, M. (2026a). Introduction: Exploring multilingual corpora in linguistic research: Advances and challenges. In N. Ramón García & M. Pérez Blanco (Eds.), Multilingual corpus research: Advances and challenges (pp. 1–18). John Benjamins Publishing Company. https://doi.org/10.1075/scl.126.intro

Ramón García, N., & Pérez Blanco, M. (Eds.). (2026b). Multilingual corpus research: Advances and challenges. John Benjamins Publishing Company. https://benjamins.com/catalog/scl.126

Sánchez-Moya, A. (2023). Integrating visual literacy and language learning through Instagram: Reflections from ESP adult learners. In E. Domínguez Romero, J. Bobkina, S. Stefanova Radoulska, & C. Herrero (Eds.), Rethinking multimodal literacy in theory and practice (pp. 271–290). Peter Lang AG. https://doi.org/10.3726/B20792

Serafini, F. (2023). Implications of multimodal theories for literacy research and pedagogy. In E. Domínguez Romero, J. Bobkina, S. Stefanova Radoulska, & C. Herrero (Eds.), Rethinking multimodal literacy in theory and practice (pp. 17–37). Peter Lang AG. https://doi.org/10.3726/B20792

Serafini, F. (2026a). Introduction. In E. Domínguez Romero, J. Bobkina, F. Serafini, & M. Carretero (Eds.), Language and literacy in transition: Reimagining inclusion and educational futures in a global context (pp. 1–7). Springer. https://doi.org/10.1007/978-3-032-16904-4

Serafini, F. (2026b). Semiotics, identities, and literacies: Thinking with The Bunyip of Berkeley’s Creek. In E. Domínguez Romero, J. Bobkina, F. Serafini, & M. Carretero (Eds.), Language and literacy in transition (pp. 11–23). Springer. https://doi.org/10.1007/978-3-032-16904-4

Xerri, D., & Davis, S. (2026). Rethinking migration: The intersection of multimodal composition and critical reflection. In E. Domínguez Romero, J. Bobkina, F. Serafini, & M. Carretero (Eds.), Language and literacy in transition (pp. 69–81). Springer. https://doi.org/10.1007/978-3-032-16904-4

 

Other publications derived from collaborations maintained during the execution of the project

 

Bobkina, J., & Domínguez Romero, E. (2023). Students’ perceptions of digital oral skills development in ESP university students: Strengths and weaknesses in digital communication in the COVID world. In English Language Education (Vol. 31, pp. 85–107). Springer. https://doi.org/10.1007/978-3-031-27825-9_5

Bobkina, J., & Domínguez Romero, E. (2023). Benefits and drawbacks of using social networking sites in higher education: The case of Facebook as a transmedia English-language teaching tool. In Teaching languages with screen media: Pedagogical reflections. Bloomsbury Publishing.

Bobkina, J., & Domínguez Romero, E. (2022). Exploring the perceived benefits of self-produced videos for developing oracy skills in digital media environments. Computer Assisted Language Learning, 35(7), 1384–1406. https://doi.org/10.1080/09588221.2020.1802294

Bobkina, J., & Domínguez Romero, E. (2022). Análisis de corpus del discurso multimodal para el aprendizaje del inglés para fines específicos. In J. Lavid (Ed.), Working with corpora and digital tools in language and translation studies: Practical issues and methodological challenges (pp. 67–95). Guillermo Escolar Editor.

Bobkina, J., & Domínguez Romero, E. (2022). Challenge-based learning en la enseñanza del inglés para fines específicos. In Más allá de la didáctica tradicional (pp. 115–125). Thomson Reuters Aranzadi.

Bobkina, J., Gómez Ortiz, M. J., & Domínguez Romero, E. (2022). El uso del libro electrónico modular MEM para la clase invertida: Efectividad e impacto en las carreras técnicas. In Docencia para el siglo XXI: Avances metodológicos y nuevas estrategias (pp. 123–135). Tirant Humanidades.

Bobkina, J., Gómez Ortiz, M. J., & Domínguez Romero, E. (2023). Kinesic communication in traditional and digital contexts. System, 115, 103034. https://doi.org/10.1016/j.system.2023.103034

Carretero, M. (2022). “Your conclusion is patently false”: Discussing experiments on inter-annotator agreement in the analysis of attitude in adverbs of high perceivability. In J. Lavid (Ed.), Working with corpora and digital tools in language and translation studies: Practical issues and methodological challenges (pp. 141–172). Guillermo Escolar Editor.

Carretero, M., Marín Arrese, J. I., Domínguez Romero, E., & Martín de la Rosa, V. (Eds.). (2023). Evidentiality and epistemic modality: Conceptual and descriptive issues. Peter Lang. https://doi.org/10.3726/b20323

Carretero, M., & Domínguez Romero, E. (2024). Effective stance in conservative newspaper opinion articles on irregular immigration and refugee humanitarian crises. Alicante Journal of English Studies.

Ciltan, A. L., & Ciuciuc, V. E. (2023). Attitudes towards minority and non-official languages in Spain. Bulletin of the Transilvania University of Brașov. Series IV: Philology and Cultural Studies, 16(65), 105–112.

Ciltan, A. L., & Ciuciuc, V. E. (2024). Más allá de la gramática: Lingüística cognitiva en la comprensión del subjuntivo en el aula de ELE. In Tejiendo palabras: Explorando la lengua, la lingüística y el proceso de traducción en la era de la inteligencia artificial y la innovación docente. ISBN 978-84-1170-923-1.

Ciuciuc, V. E., & Ciltan, A. L. (2022). The attitudes of Spanish university students towards the Chinese language minority. Philologica Jassyensia, 18(1), 201–208.

Ciuciuc, V. E., & Ciltan, A. L. (2024a). Sino-literary dialogues: A communicative approach to Latin American texts in foreign language classrooms. In Travesía por los límites de la literatura: Entre cultura, crítica y la innovación docente más allá de la inteligencia artificial. ISBN 978-84-1170-922-4.

Ciuciuc, V. E., & Ciltan, A. L. (2024b). Navigating Spanish instruction for heritage learners in mixed classes: Exploring language options in the United States. Journal of Linguistic and Intercultural Education. https://doi.org/10.29302/jolie.2024.17.1.4

Domínguez Romero, E., & Martín de la Rosa, V. (2023). Epistemic stance in newspaper articles and political speeches: An English/Spanish contrastive approach. In J. I. Marín Arrese, L. Hidalgo-Downing, & J. R. Zamorano-Mansilla (Eds.), Stance, inter/subjectivity and identity in discourse (pp. 75–99). Peter Lang.

Domínguez Romero, E., & Aleandri, G. (2022). Human Review / International Humanities Review, 22(13), 1.

Domínguez Romero, E., & Bobkina, J. (2022). Los docentes de inglés ante la enseñanza bilingüe: Innovaciones y retos en la implementación de CLIL en la Comunidad de Madrid. In La formación inicial docente desde la interdisciplinariedad (pp. 277–291). Editorial Universidad de Concepción.

Domínguez Romero, E., Bobkina, J., Herrero, C., Stefanova Radoulska, S., & Vanderschelden, I. (Eds.). (2022). Visual literacy and digital communication: The role of media in new educational practices. Comares.

Domínguez Romero, E., Martín de la Rosa, V., & Abrahão, V. M. (2022). Evidentiality in Portuguese. In Evidential marking in European languages: Toward a unitary comparative account (pp. 371–394). De Gruyter.

Fernández-Pacheco García, A., Elez, P. de la P., & Domínguez Romero, E. (Eds.). (2022). ¿Comunicar es informar? Thomson Reuters Aranzadi.

García Laborda, J., Madarova, S., & Calle-Martínez, C. (2023). Technology for the CLIL preschool. In A. Otto & B. Cortina-Pérez (Eds.), Handbook of CLIL in pre-primary education (pp. 495–512). Springer.

Gómez-Ortiz, M. J., Domínguez Romero, E., & Bobkina, J. (2023). Instagram as a learning tool to improve technical vocabulary for sports science students. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 1–8. https://doi.org/10.1016/j.jhlste.2022.100416

González Vázquez, M., & Domínguez Romero, E. (2022). Evidentiality in Galician. In B. Wiemer & J. I. Marín Arrese (Eds.), Evidential marking in European languages: Toward a unitary comparative account (pp. 169–189). De Gruyter.

Izquierdo, M., & Pérez Blanco, M. (2023). Interactional metadiscourse: Building rapport and solidarity in informational-persuasive discourse. Journal of Pragmatics, 216, 106–120. https://doi.org/10.1016/j.pragma.2023.08.005

Lavid, J. (Ed.). (2022). Working with corpora and digital tools in language and translation studies: Practical issues and methodological challenges. Guillermo Escolar Editor.

Marín Arrese, J. I. (2023). Epistemic and effective stance: Legitimation strategies and the expression of inter/subjectivity in discourse. In J. I. Marín Arrese, L. Hidalgo-Downing, & J. R. Zamorano-Mansilla (Eds.), Stance, inter/subjectivity and identity in discourse (pp. 29–56). Peter Lang.

Marín Arrese, J. I., Hidalgo-Downing, L., & Zamorano-Mansilla, J. R. (Eds.). (2023). Stance, inter/subjectivity and identity in discourse. Peter Lang.

Marín Arrese, J. I., Carretero, M., & Usonienė, A. (2022). Evidentiality in English. In Evidential marking in European languages (pp. 57–94). De Gruyter.

Marín Arrese, J. I., & Carretero, M. (2022). Evidentiality in Spanish. In Evidential marking in European languages (pp. 235–285). De Gruyter.

Martín de la Rosa, V. (2023). Taking back control: The role of image schemas in Brexit discourse. Russian Journal of Linguistics, 27(2), 276–296. https://doi.org/10.22363/2687-0088-31509

Mėlinskas, A., & Šinkūnienė, J. (2023). The winner takes it all: Stance and engagement markers in successful project proposal abstracts funded by ERC. Discourse and Interaction, 16(2), 98–123.

Mora López, N. (2022). Issues and uses of the retrieval of tweets for linguistic analysis. In J. Lavid (Ed.), Working with corpora and digital tools in language and translation studies (pp. 115–140). Guillermo Escolar Editor.

Moratón Gutiérrez, L., & Lana Serrano, S. (2022). Challenges in the creation of a corpus-annotation project. In J. Lavid (Ed.), Working with corpora and digital tools in language and translation studies (pp. 185–204). Guillermo Escolar Editor.

Núñez-Perucha, B., & Filardo-Llamas, L. (2023). From “Roaring Lion” to “Chlorinated Chicken”. In Stance, inter/subjectivity and identity in discourse (pp. 227–248). Peter Lang.

Pérez Blanco, M., & Izquierdo, M. (2022). Engaging with customers’ emotions. Languages in Contrast. https://doi.org/10.1075/lic.19016.per

Ruskan, A. (2023). Review of Attitude and stance in discourse. Journal of Pragmatics, 204, 67–70.

Ruskan, A., Hint, H., Leijen, D. A. J., & Šinkūnienė, J. (2023). Lithuanian academic discourse revisited. Open Linguistics, 9(1), 20220231. https://doi.org/10.1515/opli-2022-0231

Sánchez-Moya, A., & Maíz-Arévalo, C. (2024). Histrionic, appalling, a major turkey. In J. I. Marín Arrese, L. Hidalgo-Downing, & J. R. Zamorano-Mansilla (Eds.), Stance, inter/subjectivity and identity in discourse (pp. 249–269). Peter Lang.

Usonienė, A., & Ruskan, A. (2022). Evidentials in Lithuanian. In B. Wiemer & J. I. Marín Arrese (Eds.), Evidential marking in European languages (pp. 525–561). De Gruyter.

Velasco Moreno, M. I., Trigo Ibáñez, E., & Domínguez Romero, E. (Eds.). (2022). Nuevas lecturas docentes. Tirant Humanidades.

Wiemer, B., & Marín Arrese, J. I. (2022). Evidential marking in European languages. De Gruyter.

Zamorano Mansilla, J. R. (2022). Inter-annotator agreement studies. In J. Lavid (Ed.), Working with corpora and digital tools in language and translation studies (pp. 173–183). Guillermo Escolar Editor.

 

Participation in conferences, symposia or workshops related to the project

 

Carretero, Marta y Elena Domínguez Romero. 2023. Effective stance in conservative newspaper articles about immigrants and refugees. 2º Congreso Internacional de Lingüística Digital (CILIDI), Alicante, 4-5 mayo 2023. Comunicación oral en línea.

Carretero, Marta y Elena Domínguez Romero. 2023. Attributed versus non-attributed discourse: The expression of stance in English and Spanish conservative newspaper opinion articles on immigrants and refugees. Linguistics Colloquium 58, Universidad de Vilnius (Lituania), 20-22 septiembre 2023. Comunicación oral.

Carretero, Marta y Lara Moratón Gutiérrez. 2023. Effective stance in English and Spanish newspaper opinion articles on illegal immigration and humanitarian crises. The Independent versus El Mundo. 4th International Symposium on Parallel Corpora (PACOR), Universidad de León, León, 22-24 noviembre 2023. Comunicación oral.

Carretero, Marta, Elena Domínguez Romero y Anda Lucia Ciltan. 2025. From welcome to wary? Media portrayals of Romanian immigrants before and after Brexit. Conferencia Internacional FOM@Play: Migration, identity and transnational discourses. Granada: Universidad de Granada. 3-5 septiembre 2025. Comunicación oral.

Carretero, Marta, Elena Domínguez Romero y Anda Lucia Ciltan. 2026. RACISMMAFF. I Jornadas LAM (Lengua, Acogida y Migración), UPNA. I Symposium: Language, Reception and Migration, Public University of Navarre. 26–27 marzo 2026. Comunicación oral en línea.

Ciltan, Anda-Lucia. 2024. Stance strategies in immigration and racism-related discourse: analysis and applications in affective learning practices - an approach to Romanian. Conferencia Internacional “Languages and Cultures in Times of War: (Im)possible, (Re)imagined, (Un)manageable”. UCL School of Slavonic and East European Studies, Reino Unido. 2–3 mayo 2024. Comunicación oral en línea.

Domínguez Romero, Elena y Marta Carretero. 2023. Epistemic and effective stance in immigration and racism-related discourse: An introduction to the RACISMMAFF project. Linguistics Colloquium 58, Universidad de Vilnius (Lituania), 20-22 septiembre 2023. Comunicación oral.

Domínguez Romero, Elena y Marta Carretero. 2023. Exploring epistemic stance in opinion newspaper articles on immigration-related issues across language and ideology. XIV Congreso Internacional de Lingüística de Corpus (AELINCO), Universidad de Oviedo, 10-12 mayo 2023. Comunicación oral.

Domínguez Romero, Elena y Juan Rafael Zamorano Mansilla. 2023. The role of epistemic stance in shaping public opinion on refugees and immigration: Evidence from conservative newspaper opinion articles in English and Spanish. 4th International Symposium on Parallel Corpora (PACOR), Universidad de León, León, 22-24 noviembre 2023. Comunicación oral.

González Vázquez, Mercedes. 2022. The territory of information in Galician and Spanish evidentials. International Workshop “Evidential Strategies in Romance Languages. EviStRom”, Universidad de Alcalá, Alcalá de Henares, 26–27 octubre 2022. Comunicación oral.

González Vázquez, Mercedes. 2023. Interactional uses of evidential markers in Galician. IPRA Congreso Internacional de Pragmática, Universidad Libre de Bruselas, 8–14 julio 2023. Comunicación oral.

González Vázquez, Mercedes. 2023. La postura epistémica en gallego y español en dos corpus periodísticos ideológicamente opuestos. 4th International Symposium on Parallel Corpora (PACOR), Universidad de León, León, 22-24 noviembre 2023. Comunicación oral.

González Vázquez, Mercedes. 2023. Los evidenciales gallegos a la luz de la cortesía negativa y del territorio de información. Congreso Internacional de Lingüística General, Universidad Complutense de Madrid, 14–16 junio 2023. Comunicación oral.

Marín-Arrese, Juana I. 2023. Effective stance in political discourse on migration and refugees: A contrastive corpus study (English and Spanish). 4th International Symposium on Parallel Corpora (PACOR), Universidad de León, León, 22-24 noviembre 2023. Comunicación oral.

Marín-Arrese, Juana I. 2024. Creativity, critique and persuasion in political cartoon discourse: The Brexit saga. 45th ELC Research Seminar, ELC Research Network, Universidad de Santiago de Compostela & Universidad de Vigo, 19 febrero 2024. Comunicación oral.

Martín de la Rosa, Victoria y Juana I. Marín-Arrese. 2023. Representation of Syrian and Ukrainian refugees in the discourse of mainstream media: A contrastive corpus study. 4th International Symposium on Parallel Corpora (PACOR), Universidad de León, León, 22-24 noviembre 2023. Comunicación oral.

Mora López, Natalia. 2023. Effective stance in newspaper opinion articles from The Guardian about Ukrainian refugees and other migrants. Linguistics Colloquium 58, Universidad de Vilnius (Lituania), 20-22 septiembre 2023. Comunicación oral.

Mora López, Natalia. 2024. A diachronic analysis of effective stance in English opinion columns about refugee crises. 17th ESSE Conference, University of Lausanne, 26–30 agosto 2024. Comunicación oral.

Mora López, Natalia. 2024. Epistemic and effective stance in opinion articles from The Guardian on refugees and illegal immigrants. 10th Biennial International Conference on the Linguistics of Contemporary English (BICLCE), Universidad de Alicante, 26–28 septiembre 2024. Comunicación oral.

Mora López, Natalia y Alfonso Sánchez Moya. 2023. Effective stance in opinion articles: The Ukraine migrant crisis as a case study. 4th International Symposium on Parallel Corpora (PACOR), Universidad de León, León, 22-24 noviembre 2023. Comunicación oral.

Moratón Gutiérrez, Lara, Elena Domínguez Romero y Alicia Lasso Liceras. 2023. Exploring image choice impact on university students’ cognition and reading comprehension processes. Some pedagogical implications. II Congreso Internacional de Innovación Docente, Educación y Transferencia del Conocimiento (CIINECO), Sevilla, 20–21 abril 2023. Comunicación oral.

Moratón Gutiérrez, Lara, Julia Lavid y Esther Sánchez-Pardo. 2023. Exploring how readers react to poetry in ESL through eye-tracking: novice and expert reading practices in comparison. II Congreso Internacional de Innovación Docente, Educación y Transferencia del Conocimiento (CIINECO), Sevilla, 20–21 abril 2023. Comunicación oral.

Moratón Gutiérrez, Lara, Marta Carretero y Juan Rafael Zamorano. 2023. Cognitive effects of the use of multimodality in understanding poetry. II Congreso Internacional de Innovación Docente, Educación y Transferencia del Conocimiento (CIINECO), Sevilla, 20–21 abril 2023. Comunicación oral.

Pérez Blanco, María y Marlén Izquierdo. 2022. Building persuasion online through participant-related metadiscourse. 9th Conference on Computer-Mediated Communication (CMC) and Social Media Corpora, Santiago de Compostela, 28–29 septiembre 2022. Comunicación oral.

Ruskan, Anna, Audrone Šoliene y Jolanta Šinkūnienė. 2023. Stancetaking on migration in Lithuanian argumentative journalistic discourse. Linguistics Colloquium 58, Universidad de Vilnius (Lituania), 20–22 septiembre 2023. Comunicación oral.

 

PhD Theses, Master’s Dissertations and Undergraduate Dissertations

 

PhD Theses Defended

Doctoral candidate: María Victoria Pascual Bolívar

Title: Visual and Multimodal Literacies in EFL Education in Spain. A Visual Literacy Framework for Secondary Education: Research and Practice

Defence date: 19 February 2026

Supervisor: Elena Domínguez Romero

Area: English Studies / English Linguistics

This thesis, supervised within the framework of the RACISMMAFF project, proposes a visual and multimodal literacy training model for English language teaching in secondary education, consolidating the pedagogical application of visual literacy in intercultural contexts. The defence took place recently in 2026, and the grade awarded was Excellent cum laude.

 

Doctoral candidate: Arezou Bakhtiari

Title: Stance and Evaluation in PhD Thesis Examination Reports: A Cross-Disciplinary Study

Defence date: July 2025

Supervisors: Begoña Núñez Perucha and Natalia Mora

Area: English Studies / English Linguistics

This thesis, co-supervised at the Universidad Complutense de Madrid within the PhD Programme in English Linguistics, analyses stance and evaluation in PhD thesis examination reports from a cross-disciplinary perspective. Drawing on Appraisal Theory, with particular attention to Attitude and Engagement, the study examines how evaluative and dialogic meanings are constructed in academic assessment discourse. Its focus on stance, evaluation and expert judgement connects closely with the concerns of the RACISMMAFF project, particularly in relation to the linguistic articulation of positioning, authority and evaluative meaning in institutional discourse.

 

Doctoral candidate: Anda-Lucía Ciltan

Title: Shaping Commitment: An Analysis of Commissive Strategies in English, Spanish and Romanian

Defence date: 30 October 2024

Supervisors: Marta Begoña Carretero Lapeyre (UCM) and Daniela Corina Ionescu (UB)

Area: English Studies / English Linguistics

This joint-supervision double PhD in English Linguistics and Philology from the Universidad Complutense de Madrid and the University of Bucharest examines the commissive speech act category across three languages, English, Spanish and Romanian, proposing an original characterisation and taxonomy of commissive strategies grounded in pragmatic theory. The research addresses a topic within the concerns of the RACISMMAFF project, as the analysis of commissive strategies in political discourse sheds light on the rhetorical mechanisms through which speakers construct and negotiate commitment, accountability and stance. The grade awarded was Excellent cum laude.

 

Undergraduate Dissertations Defended

Bachelor's Degree in Computer Engineering

Guillermo Palomero Bernal: "Development of an Explainable Feedback System Based on Language Models for the DeStance Educational Platform in English"/"Desarrollo de un sistema de retroalimentación explicable basado en modelos de lenguaje para la plataforma educativa DeStance en lengua inglesa"

Co-supervision: Jelena Bobkina and Elena Domínguez Romero

February 2026, Academic year 2025-26, Grade: 9.2, 12 ECTS

 

Bachelor's Degree in Computer Engineering

Gonzalo Álvarez García: "Implementation of Improvements to a Comprehensive Platform for the Assessment of Intercultural Skills in 21st-Century European University Students"/"Implementación de mejoras en una plataforma integral para evaluación de habilidades interculturales en estudiantes universitarios europeos del Siglo XXI"

Co-supervision: Jelena Bobkina and Elena Domínguez Romero

June 2025, Academic year 2024-25, Grade: 9.7, 12 ECTS

 

Double Bachelor's Degree in Computer Engineering and Business Administration

Daniel Ramón Robertson: "Development of the Interactive Module "Stance and Source Check" to Promote Media Literacy on the DeStance Platform"/"Desarrollo del módulo interactivo 'Stance & Source Check' para el fomento de la alfabetización mediática en la plataforma DeStance"

Co-supervision: Jelena Bobkina and Elena Domínguez Romero

June 2025, Academic year 2024-25, Grade: 9.4, 12 ECTS

Bachelor's Degree in Computer Engineering

Juan Loscos Ortega: "Design and Implementation of a Secure and Automated Cloud Deployment Environment for the De-Stance Educational Platform"/"Diseño e implementación de un entorno de despliegue seguro y automatizado en la nube para la plataforma educativa De-Stance"

Co-supervision: Jelena Bobkina and Elena Domínguez Romero

February 2026, Academic year 2025-26, Grade: 9.2, 12 ECTS

 

Organization of conferences, symposia or workshops related to the project

  • POLSTANCE Seminar. Stance Entanglements Driving Polarization in Migration-Racism Discourse & Discursive Frontiers [Synthesis - Applications - New Horizons] "Untangling the Stance-Polarization Nexus". July 6th 2026, Universidad Complutense of Madrid. [Link to the website of the event] 

 

  • DeStance Workshop: Decentralizing Stance, Awareness, Emotion and Transformation. A pilot workshop for an inclusive society. April 21st 2026, Universidad Complutense of Madrid. [Link to the website of the event] 

 

  • BORDERLITE Symposium "Breaking borders. Critical and Multimodal Literacies in Rethinking Language and Literacy Education for Inclusive Citizenship". October 25th 2024, Universidad Computense of Madrid. [Link to the website of the event]