GIUV2026-017
The Linguotàctica: from Theoretical Linguistics to Didactics research group aims primarily to analyse, describe, and promote the application of linguistics to language teaching and learning across the lifespan, from early childhood to adulthood. Adopting a multidisciplinary and interdisciplinary perspective, the group combines theoretical research, educational innovation, and knowledge transfer in order to establish solid links between linguistics and language didactics.
The starting point of this work is the conviction that linguistics, as the science of language, provides an essential foundation for understanding the processes of language acquisition, development, and use, and that this knowledge should inform more robust and effective educational practices. In this regard, Linguotàctica focuses on the connections between linguistic research and teaching practice, with particular attention to plurilingual educational contexts and to the teaching of foreign languages, both in formal schooling and in adult education.
The group also includes a specific line of research in clinical linguistics, oriented towards the study of developmental language disorder (DLD), phonological...The Linguotàctica: from Theoretical Linguistics to Didactics research group aims primarily to analyse, describe, and promote the application of linguistics to language teaching and learning across the lifespan, from early childhood to adulthood. Adopting a multidisciplinary and interdisciplinary perspective, the group combines theoretical research, educational innovation, and knowledge transfer in order to establish solid links between linguistics and language didactics.
The starting point of this work is the conviction that linguistics, as the science of language, provides an essential foundation for understanding the processes of language acquisition, development, and use, and that this knowledge should inform more robust and effective educational practices. In this regard, Linguotàctica focuses on the connections between linguistic research and teaching practice, with particular attention to plurilingual educational contexts and to the teaching of foreign languages, both in formal schooling and in adult education.
The group also includes a specific line of research in clinical linguistics, oriented towards the study of developmental language disorder (DLD), phonological impairments, pragmatic difficulties, and other communication disorders, with the aim of understanding how these phenomena affect teaching and learning processes. This clinical dimension fosters interaction between applied linguistic research and speech and language therapy, and contributes to the educational and social inclusion of learners with specific language support needs.
The main research lines of the group include:
- The relationship between theoretical linguistics and language didactics.
- The study of language development and acquisition in childhood and in adult learners.
- The analysis of linguistic, communicative, and pragmatic competence in multilingual contexts.
- The application of clinical linguistics to the identification, intervention, and support of language difficulties.
- The design and validation of teaching materials and technological resources grounded in linguistic and pedagogical principles.
- The training of teachers and language professionals in the transfer of linguistic knowledge to educational and clinical practice.
Overall, Linguotàctica seeks to promote a scientifically grounded approach to language didactics that integrates linguistic research, educational innovation, and speech and language intervention, with the ultimate goal of improving language teaching and learning throughout the lifespan.
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- GENERAL OBJECTIVE: To analyse, describe, and transfer linguistic knowledge -particularly in the fields of language didactics, applied linguistics, and clinical linguistics- to educational contexts, with the aim of improving language teaching and learning, supporting pupils linguistic development, and promoting inclusive, evidence-based education.
- To study language development and acquisition in childhood, with particular attention to phonological, morphosyntactic, semantic, and pragmatic components in educational settings.
- To analyse the role of phonological development and phonological awareness in early literacy acquisition.
- To identify typical and atypical trajectories of linguistic development and their impact on academic achievement.
- To investigate pupils¿ linguistic, communicative, and pragmatic competence in multilingual school contexts, including pronunciation, prosody, and intelligibility.
- To analyse real language use in classroom interaction and its relationship with teaching practices across educational stages.
- To apply principles of clinical linguistics to the early identification, intervention, and support of language difficulties in school-aged populations.
- To contribute to the design of educational and speech-language intervention models grounded in linguistic analysis and adapted to school contexts.
- To design, implement, and validate teaching materials and technological resources based on linguistic and pedagogical principles.
- To assess the impact of these materials and resources on the development of learners linguistic and communicative competences.
- To promote the initial and ongoing training of teachers and language professionals in the transfer of linguistic knowledge to educational practice.
- To foster evidence-based language teaching approaches aimed at educational inclusion and linguistic diversity.
- The relationship between theoretical linguistics and language didactics.This line explores how theoretical linguistic models can inform and enrich language didactics. It examines the transfer of phonological, grammatical, semantic, pragmatic, and discourse-based concepts into educational practice. The aim is to bridge the gap between linguistic theory and classroom instruction. Emphasis is placed on evidence-based teaching approaches. This perspective fosters a deeper understanding of language structure and use.
- Language Acquisition.Language Acquistion
- The analysis of linguistic, communicative, and pragmatic competence in multilingual contexts.This line investigates communicative competence in multilingual educational settings. It examines grammatical, discourse-related, pragmatic, and phonological aspects of language use, including pronunciation and prosody in classroom interaction. Particular attention is paid to cross-linguistic interaction and repertoire management in academic contexts. The aim is to inform more effective teaching practices in multilingual schools.
- The application of clinical linguistics to the identification, intervention, and support of language difficulties.This line focuses on the application of clinical linguistics to language difficulties within educational contexts. It examines phonological, morphosyntactic, and pragmatic impairments in school-aged learners and their impact on academic learning. The aim is to improve early identification and educational intervention through collaboration between teachers and speech-language professionals. This approach supports inclusive educational practices.
- The design and validation of teaching materials and technological resources based on linguistic and pedagogical principles.This line focuses on the development of teaching materials and technological resources tailored to learners linguistic needs across educational levels. Grounded in linguistic and pedagogical research, these materials are implemented and tested in real classroom contexts. The aim is to ensure coherence between theory and practice and to enhance language teaching effectiveness through empirical validation.
- The training of teachers and language professionals in the transfer of linguistic knowledge to educational and clinical practice.This line focuses on the initial and ongoing training of teachers and language professionals working in educational contexts. It promotes the transfer of linguistic knowledge -including phonological, pragmatic, and discourse-related aspects- to teaching and intervention practices. Evidence-based reflection supports early identification and effective support for language difficulties in schools, enhancing educational quality.
| Name | Nature of participation | Entity | Description |
|---|---|---|---|
| JUAN CARLOS TORDERA ILLESCAS | Director | Universitat de València | |
| Research team | |||
| MANUEL PRUÑONOSA TOMAS | Member | Universitat de València | |
| ANA MARCET HERRANZ | Collaborator | Universitat de València | |
| MARIA JOSE MANZANA SORRIBES | Collaborator | Universitat de València | |
| MARIA JOSE MANZANA SORRIBES | Collaborator | Universitat de València | |
| MIRIAM CIVERA ARJONA | Collaborator | Conselleria d'Educació, Investigació, Cultura i Esport | Secondary education teacher |
| ALFONSO MARTINEZ ESCANDELL | Collaborator | Universitat de València | |
| ALFONSO MARTINEZ ESCANDELL | Collaborator | Universitat de València | |
| JAVIER FERNÁNDEZ COLLANTES | Collaborator | Universidad Europea de Madrid | Professor |
| LORENA VALCÁRCEL GÓMEZ | Collaborator | Universitat de València - Estudi General | UVEG PhD student |
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- Language and Literature Education
- EDUCACIÓN INCLUSIVA
- ICT AND LANGUAGE TEACHING
- SOCIAL INCLUSION
- EDUCATION INTERVENTION
- LANGUAGE ACQUISITION
- DIDACTICS OF LANGUAGES
- LINGUISTIC AND CULTURAL DIVERSITY
- MULTILINGUALISM
- PLURICULTURAL AND MULTILINGUAL EDUCATION
- LANGUAGE DISORDERS
- CREATION OF VALIDATED TEACHING MATERIAL
- KNOWLEDGE TRANSFER
- AUTISM SPECTRUM DISORDERS
