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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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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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Héctor Hernández Gassó: Hector.Hernandez@uv.es
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Digital Competence and Teacher Digital Competence: Media and Information Literacy (MIL).
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Teaching Spanish as a Foreign Language (ELE) and Second Language (L2).
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Place-Based Education in literary education: situated reading and embodied literature.
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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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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.
