Alexandra Vraciu
Alexandra Vraciu (DEA in Discourse Analysis, Université Paris 12; PhD in English Language and Linguistics, Universitat Autònoma de Barcelona and Université Paris Ouest Nanterre) is a Serra Húnter Associate Professor at the Faculty of Education, Universitat de Lleida (Spain). She teaches courses on EFL and CLIL didactics for early L2 education and educational research methods. Her research interests include peer interaction in the L2 classroom, EFL learning in content-based instruction (CLIL and EMI), and teacher input quality in instructed settings. She is the coordinator of the double degree in Pre-Primary and Primary Education of the Universitat de Lleida.
Vraciu, A. and A. Leroux (in press).”The Development of CAF in the Oral Production of French L1 Young Learners of EFL: A Longitudinal Study”. LIA Language, Interaction and Acquisition.
Vraciu, A. and A. Marsol (in press). “Content-specific vocabulary in CLIL: Exploring L2 learning outcomes in a primary education programme in Catalonia”. Language Teaching Research.
Vraciu, A., Marsol, A. and M. Casanovas (2023). ” El desenvolupament de la CDD al màster de formació del professorat de la UdL” in R. Palau Martin and J. Mogas Recalde (eds.). La competència digital docent al màster de formació del professorat de les universitats de Catalunya (45-53). Barcelona: Octaedro.
Vraciu, A. and H. Curell. (2022). “Language learning opportunities in native vs. non-native EMI lecturer input: Insights for a language-aware approach to EMI teacher training”. Innovation in Language Learning and Teaching, 16(4-5), 337-350.
Vraciu, A., and E. Pladevall-Ballester. (2022). L1 use in peer interaction: exploring time and proficiency pairing effects in primary school EFL. International Journal of Bilingual Education and Bilingualism, 25(4), 1433-1450.
Roquet, H., Vraciu, A., Nicolás-Conesa, F., and Pérez-Vidal, C. (2022). Adjunct instruction in higher education: examining the effects on English foreign language proficiency. International Journal of Bilingual Education and Bilingualism, 25(4), 1377-1398.
Pladevall-Ballester, E., and A. Vraciu. (2020). EFL child peer interaction: Measuring the effect of time, proficiency pairing and language of interaction. Studies in second language learning and teaching, 10 (3): 449-472.
Vraciu, A. (2020). “Production Accuracy of Verb Morphology in Early EFL: Does Primary School CLIL Make a Difference?”. Linx 81. 1–26. [en ligne].
Roquet, H., Vraciu, A., and F. Nicolás-Conesa. (2019). ‘The effect of intensity of English medium instruction programmes in higher education: The case of morphosyntax in Economics undergraduates’ in L. Marqués-Pascual and A. Cortijo-Ocaña (eds.). Second and Third Language Acquisition in Bilingual Contexts (69-106). Delaware: Juan de la Cuesta.
Vraciu, A., and Y. Capdevila Tomàs. (2019). Focus on Form in Content-Based Instruction: Practical Ideas for Raising Language Awareness in Primary School Arts and Crafts CLIL. e-Teals: an e-journal of Teacher Education and Applied Language Studies, (9), 41-56.
<!– [if gte mso 9]>
Normal
0
false
false
false
EN-US
X-NONE
X-NONE
MicrosoftInternetExplorer4
<![endif]–><!– [if gte mso 9]>
<![endif]–>
table.MsoNormalTable
{mso-style-name:”Tabla normal”;
mso-tstyle-rowband-size:0;
mso-tstyle-colband-size:0;
mso-style-noshow:yes;
mso-style-priority:99;
mso-style-qformat:yes;
mso-style-parent:””;
mso-padding-alt:0cm 5.4pt 0cm 5.4pt;
mso-para-margin:0cm;
mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan;
font-size:11.0pt;
font-family:”Calibri”,”sans-serif”;
mso-ascii-font-family:Calibri;
mso-ascii-theme-font:minor-latin;
mso-fareast-font-family:”Times New Roman”;
mso-fareast-theme-font:minor-fareast;
mso-hansi-font-family:Calibri;
mso-hansi-theme-font:minor-latin;
mso-bidi-font-family:”Times New Roman”;
mso-bidi-theme-font:minor-bidi;}
Graduate level:
- Introduction to English language and its didactics
- Integrated projects in English as a foreign language
Postgraduate level:
- Innovation in ELT and educational research methods
Current PhD Supervision:
- Title: The development of pre-service English language teachers’ mindset: a case study of secondary school teachers at University of Lleida
Student: Iris Solà Cortada