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María Alcantud Díaz: maria.alcantud@uv.es
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Integration of SDGs (Sustainable Development Goals) into the teaching of various subjects as interdisciplinary content, particularly in language courses.
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Digital storytelling, gamification, challenge-based learning, and inquiry-based learning within the framework of foreign language teaching.
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Sergio Arlandis López: Sergio.Arlandis@uv.es
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Evaluation of educational innovation proposals regarding the development of reading and literary competence in Primary and Secondary Education cycles. Review, analysis, parameterization, and categorization of projects to promote reading in schools, with special attention to poetic texts.
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Study of the different cognitive, formative, and contextual factors that impact reading strategies for literary texts: review of the influence of reading habits on the development of reading and literary competence in the processes of comprehension and interpretation of literary texts.
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Children's and Young Adult Literature (CYAL) versus the canon: regarding "won poetry" (poesía ganada) and the factors that determine it: research on the selection criteria for poetic texts in teaching planning for Primary and Secondary levels.
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Josep Ballester-Roca: Josep.ballester@uv.es
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Reading, media, and literary competence in multilingual contexts (Reading autobiographies, literary and media training for future teachers...).
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Diversity/Diversities, ecocriticism, heritage, and identity in literary education.
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Comics, picture books, and multimodal discourse in reading and literary training.
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Alexandre Bataller Català: alexandre.bataller@uv.es
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Multilingualism and teaching of the Valencian language: Didactic proposals and teacher beliefs.
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Literary workshops and the didactics of creative writing.
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Poetic reception and creation in school contexts. Teachers' beliefs about poetry and its pedagogy.
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School uses of oral folk literature (folktales, legends, and other ethnopoetic genres).
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Space and territory in literary education: Literary routes, didactic itineraries, and didactic transposition experiences mediated by space and landscape.
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Juan Carlos Casañ: juan.casan@uv.es
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Educational technology in the teaching of Spanish and English as foreign languages.
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Introduction of SDGs (Sustainable Development Goals) in the teaching of Spanish and English as foreign languages.
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Sílvia-María Chireac: silvia.chireac@uv.es
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Education and language in multilingual and multicultural contexts.
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Second and third language acquisition.
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Languages in contact, interlinguistic and intercultural contact.
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Transfers, interference, and linguistic interactions between Spanish and other languages in contact.
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Literacy for students and adults in disadvantaged educational contexts.
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Metalinguistic awareness in reading comprehension and writing.
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Language policies and educational practices.
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Revitalization and rescue of minority languages, especially languages from immigration and indigenous languages of Latin America.
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Language didactics for teacher training.
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ICT (Information and Communication Technologies) in multilingual and multicultural classrooms.
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María José García Folgado: maria.jose.garcia-folgado@uv.es
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Language, grammar, and teaching.
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Grammar and writing instruction.
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History of school grammar.
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History of Language Didactics: history of language teaching and the methodological evolution of linguistic instruction.
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Linguistic training of teachers throughout history.
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Documentary sources for the configuration of disciplinary knowledge.
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María Dolores García Pastor: maria.d.garcia@uv.es
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Teaching and learning of grammar and writing in English as an L2.
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Digital storytelling and ICT in the teaching and learning of English as a foreign language.
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Identity in the teaching and learning of English as a foreign language.
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Anxiety and other emotions in the teaching and learning of English as a foreign language.
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Begoña Gómez Devís: mabegode@uv.es
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Teaching and learning of Spanish as a second and foreign language.
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Vocabulary didactics.
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Disciplinary knowledge, teacher thinking, and didactic strategies of language teachers in various educational contexts.
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Formative and shared assessment (FSA) in virtual learning environments (VLE).
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Ángela Gómez López: angela.gomez@uv.es
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Teaching and learning of English as a foreign language.
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Comprehension and production of texts in foreign and first languages.
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Didactic analysis of content and materials for the teaching and learning of first and foreign languages.
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Gamification in the teaching and learning of foreign and first languages.
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Noèlia Ibarra Rius: Noelia.Ibarra@uv.es
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Reader training in multicultural and multilingual contexts.
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Literary reading and information and communication technologies (ICT).
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Identity and diversity (cultural, gender, affective-sexual...) in lecto-literary education.
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Multimodality, intermediality, and transmedia in the development of literary competence: comics, picture books, booktrailers, booktubers...
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Literature and culture in the teaching of L1 and L2.
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Alicia Martí Climent: alicia.marti@uv.es
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Educational technology in the teaching of language and literature (ICT, educational video, gamification, social media, etc.) and teacher digital competence.
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Linguistic education in multilingual environments (TIL – Integrated Treatment of Languages, linguistic autobiography, and the Valencian educational system).
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Project-based learning and area-based learning.
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Antonio Martín Ezpeleta: anmarez@uv.es
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Analysis of textbooks and other didactic materials for language and literature (L1 and Spanish as a Foreign Language – SFL).
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Environmental and sustainable attitudes in the literature classroom.
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Metacognition and reading comprehension.
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Critical thinking.
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Creativity and creative thinking.
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Patricia Martínez León: patricia.martinez-leon@uv.es
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Literary, poetic, and theatrical education and its convergence with the gender perspective.
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Creative writing.
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Intercultural education.
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Jeroni Méndez Cabrera: jeronimo.mendez@uv.es
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Children's and Young Adult Literature: study and didactic applications.
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Comics, video games, and transmedia narratives in reading and literary education.
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Literary classics in educational contexts.
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Active methodologies for teaching literature.
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Aina Monferrer Palmer: aina.monferrer@uv.es
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Literary geographies.
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ICT and language teaching.
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Song analysis from the perspective of socio-discursive interactionism.
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Vicent Andrés Estellés.
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Eva Morón Olivares: eva.moron@uv.es
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Didactic analysis of content and materials for the teaching and learning of first and foreign languages.
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Miquel A. Oltra Albiach: miquel.oltra@uv.es
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The treatment of diversity in children's literature.
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Early literacy: initiation into reading and writing.
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Dramatization, puppetry, and literary training.
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Agustín Reyes Torres: agustin.reyes@uv.es
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Didactics of English as a foreign language.
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Foreign language teacher training.
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Multimodality and the pedagogy of multiliteracies.
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Literature and the development of literary competence.
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Teaching and learning of Spanish as a foreign language.
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The affective dimension and influence relationships in foreign language learning.
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Francesc Rodrigo Segura: francesc.rodrigo@uv.es
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Reading and literary education and Project-Based Learning (PBL).
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Promotion of literary creativity in education: didactic sequences, projects, and workshops.
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Teaching language and literature within the framework of LOMLOE: Sustainable Development Goals (SDGs) and Learning Situations.
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Language and literature in the curriculum: Content and Language Integrated Learning (CLIL), language integration, and transdisciplinarity.
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Elia Saneleuterio Temporal: elia.saneleuterio@uv.es
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ORCID: 0000-0003-4060-9518
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Didactics of writing and textual revision (orthography / academic writing).
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Design and research in collaborative learning.
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Learning-oriented assessment, especially through ICT (LOA / e-LOA).
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Curriculum and axiological content analysis.
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Didactics of the symbol in literary education: identity, gender studies.
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Persona and diversity in animated cinema.
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Poetry in the classroom (Early Childhood / Primary / Secondary / SFL).
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Alicia Santolària Òrrios: alicia.santolaria@uv.es
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Initial literacy (teaching and learning of written language from ages 3 to 8).
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Teaching of reading and writing through textual genres and didactic sequences in the early school years.
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Learning difficulties in reading and writing in Primary Education from an inclusive perspective.
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Didactics of Multilingualism.
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Raquel Sanz Moreno: raquel.sanz-moreno@uv.es
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Audiovisual translation (dubbing, subtitling, voice-over, audio description) and foreign language teaching and learning (French and English).
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Accessibility and adaptation of audiovisual teaching materials for people with sensory functional diversity (Audio Description and Subtitling for the Deaf and Hard of Hearing – SDH).
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Integrated Treatment of Languages and Contents (ITLC/CLIL).
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Didactic sequences in multilingual environments, following the EGRAMINT project model.
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Juan Carlos Tordera: juan.tordera@uv.es
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Acquisition of reading and writing.
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Language and speech acquisition and disorders: from SSD to DLD/SLI.
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Language in autism spectrum disorder (ASD).
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Luis Villacañas de Castro: Luis.villacanas@uv.es
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ORCID: 0000-0002-4121-254X
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Democratic education and project-based learning.
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Critical pedagogy in English language teaching.
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Culturally sustaining pedagogies in language teaching: culture, language, and identity.
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Educational action research and teacher professional development.
