Irati Diert Boté
Irati Diert-Boté és graduada en Estudis Anglesos i posseeix un màster en Llengües Aplicades, tots dos per la Universitat de Lleida, i és membre de CLA des de 2016. El 2021, va defensar la seva tesi doctoral titulada An exploration of English language learners’ emotions and beliefs in a Catalan context: Insights from self-reported experiences and observed classroom practices. Ha participat en diversos projectes de recerca competitius finançats i en un projecte d’innovació docent europeu. Irati imparteix cursos en el grau d’Estudis d’Anglès, així com cursos d’Anglès per a Fins Específics en diverses disciplines, com Turisme, Comunicació Audiovisual i Periodisme, i Medicina.
Irati realitza investigacions en diferents contextos d’ensenyament/aprenentatge de la llengua anglesa, com ara Anglès com a Llengua Estrangera (ALE), l’Anglès per a Finalitats Específiques (AFE) i la Docència Universitària en Anglès (DUA). Els seus interessos de recerca es basen en explorar pràctiques d’ensenyament (in)efectives en aquests diversos entorns des d’una perspectiva qualitativa, centrant-se en la dimensió afectiva de l’aprenentatge i l’ensenyament de l’anglès. Les seves àrees de recerca inclouen les emocions i creences dels aprenents i professors de llengües, l’autoconcepte, la identitat, la multimodalitat, l’anglès com a llengua franca i el plurilingüisme.
Articles en revistes revisades per parells
- Diert-Boté, I. (forthcoming, 2023). The dynamics of an EFL learner’s speaking self-concept: Insights from self-reported accounts and classroom observation data. Revista Brasileira de Linguística Aplicada, 23(2)
- Diert-Boté, I. (2023). Positivity in the English language learning classroom: An analysis of teacher-student moments of contact. Revista Española de Lingüística Aplicada, 36(2), https://doi.org/10.1075/resla.20057.die
- Martin-Rubió, X. & Diert-Boté, I. (2023). “I don’t care about the physical appearance in a job”: A multimodal analysis of a challenging episode in the EMI classroom. Journal of English Medium Instruction, 2(2), 159-182. https://doi.org/10.1075/jemi.22012.mar
- Diert-Boté, I. (2022). “You feel a little bit embarrassed, but you get over it”: EFL students’ beliefs and emotions about speaking. Porta Linguarum, 37(1), 143-160. https://doi.org/10.30827/portalin.vi37.15924. JCR 2021
- Martin-Rubió, X. & Diert-Boté, I. (2022). Catalan Law and Business Students in Italy: The impact of a stay abroad on fluency and accuracy. Theory and Practice of Second Language Acquisition, 8(1), 35-52. https://doi.org/10.31261/TAPSLA.10482.
- Martin-Rubió, X. & Diert-Boté, I. (2021). Investigating learners’ affective relationships with their foreign languages: From amotivation to love. Konin Language Studies, 9(3), 357-378. https://doi.org/10.30438/ksj.2021.9.3.4.
- Diert-Boté, I. & Martin-Rubió, X. (2018). Learning English in Catalonia: Beliefs and emotions through small stories and iterativity. Narrative Inquiry, 21(1), 56-74. https://doi.org/10.1075/ni.17029.die.
Capítols de llibres
- Diert-Boté, I. & Moncada-Comas, B. (forthcoming, 2024). Navigating the emotional landscape of an ESP lecturer: Stories of vulnerability and resilience in the implementation of a digital genre. Springer.
- Diert-Boté, I. & Moncada-Comas, B. (2023). Analyzing EMI lecturer perceptions about the Self: Insights into their identities and self-concepts. In S. Karpava (Ed.), Global perspectives on language teacher identity (pp. 131-153). IGI Global. https://doi.org/10.4018/978-1-6684-7275-0.ch008.
- Martin-Rubió, X. & Diert-Boté, I. (2023). (Dis)fluency and pronunciation accuracy in EMI lectures. In S. Dimova, J. Kling & B. Drljača Margić (Eds.), EMI classroom communication: A corpus-based approach. (pp. 36-60). Routledge.
- Moncada-Comas, B. & Diert-Boté, I. (2023). Moving beyond language in EMI research: A multimodal and multichannel analytical framework to visualise classroom practices. In S. Curle & J. Pun (Eds.), Qualitative methods for English Medium Instruction. (pp. 76-93). Routledge. https://doi.org/10.4324/9781003375531-7
- Diert-Boté, I. & Martin-Rubió, X. (2022). A comparison of two lecturers in an EMI context: The interplay between language proficiency and emotional experiences in the classroom. In I. Mavrou, M. Pérez Serrano & J.-M. Dewaele (Eds.), Recent advances in second language emotion research (pp. 271-294). Civitas Aranzadi Thomson Reuters.
- Moncada-Comas, B. & Diert-Boté, I. (2022). Good practices in ESP: The interplay between technology and interaction through multimodality and multichannelity. In S. García-Sánchez & R. Clouet (Eds.), Intercultural communication and ubiquitous learning in multimodal English language education (pp. 146-183). IGI Global. doi.org/10.4018/978-1-7998-8852-9.ch008.
2023-2024
- Oral and written English for the media (6 ECTS). BA Journalism and Audiovisual Com.
- English II (6 ECTS). BA Tourism
- Scientific English (3 ECTS). BSc Medicine
- Developing oral skills in English (1.7 ECTS). BA English Studies
2022-2023
- Advanced English: speaking and writing (5.4 ECTS). BA English Studies
- Oral and written English for the media (9 ECTS). BA Journalism and Audiovisual Com
- English II (2 ECTS). BA Tourism
- English I (1.3 ECTS). BA Tourism
2021-2022
- General English III (3 ECTS). BA English Studies
- Advanced English: speaking and writing (3 ECTS). BA English Studies
- English II (2 ECTS). BA Tourism
- Oral and written English for the media (9 ECTS). BA Journalism and Audiovisual Com
- English for Technical and Professional Purposes (3 ECTS). BA English Studies
2020-2021
- English I (4 ECTS). BA Catalan Philology and Occitan Studies
- English II (3 ECTS). BA Tourism
- Oral and written English for the media (3 ECTS). BA Journalism and Audiovisual Com.
- Supervisió de tres treballs de fi de grau (2.25 ECTS). BA Tourism
2019-2020
- Advanced English: speaking and writing (2.1 ECTS). BA English Studies
- Supervisió de tres treballs de fi de grau (1.75 ECTS). BA English Studies
2018-2019
- Oral and written English for the media (4 ECTS). BA Journalism and Audiovisual Com.
2017-2018
- Oral and written English for the media (4 ECTS). BA Journalism and Audiovisual Com.