| Teachers’ beliefs about multilingual pedagogies and the role of initial training L Portolés, O Martí International Journal of Multilingualism 17 (2), 248-264, 2020 | 129 | 2020 |
| Multilingualism and Very Young Learners: An Analysis of Pragmatic Awareness and Language Attitudes L Portolés de Gruyter, 2015 | 80* | 2015 |
| Translanguaging as a teaching resource in early language learning of English as a an additional language (EAL) L Portolés, O Martí Bellaterra Journal of Teaching & Learning Language & Literature 10 (1), 61-77, 2017 | 68 | 2017 |
| Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training. O Martí, L Portolés English Language Teaching 12 (2), 17-36, 2019 | 31 | 2019 |
| Pragmatic functions of formulaic speech in three different languages: A focus on early L3 learners of English MP Safont Jordà, L Portoles Falomir Journal of Immersion and Content-Based Language Education 4 (2), 225-250, 2016 | 22 | 2016 |
| Analysing Prospective Teachers’ Attitudes towards Three Languages in Two Different Sociolinguistic and Educational Settings L Portolés Teaching and Learning in Multilingual Contexts: Sociolinguistic and …, 2014 | 19 | 2014 |
| Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom L Portolés, P Safont System 75, 81-92, 2018 | 16 | 2018 |
| Pragmatic awareness in early consecutive third language learners MPS Jordà, L Portolés Learning and using multiple languages. Current findings from research on …, 2015 | 16 | 2015 |
| Learning and using multiple languages: Current findings from research on multilingualism MP Safont-Jordà, L Portolés-Falomir Newcastle upon Tyne: Cambridge Scholars Publishing, 2015 | 14* | 2015 |
| A multilingual portrait of language attitudes in higher education L Portolés Saarbrücken: VDM Verlag Dr. Müller, 2011 | 13 | 2011 |
| El multilingüisme a l'escola: tendències educatives i nous reptes L Portolés Falomir Institut Interuniversitari de Filologia Valenciana (IIFV), 2020 | 10* | 2020 |
| Code switching in classroom discourse: A multilingual approach L Portolés, SM Laguna Discourse and Language Learning Across L2 Instructional Settings 24, 295, 2012 | 9* | 2012 |
| Research method effects on third language learners' refusals (Refusals in instructional contexts and beyond) P Safont-Jordà, L Portolés Utrecht Studies in Language & Communication 25, 213-235, 2013 | 7* | 2013 |
| Teaching pragmatics at the discourse level: The case of adjuncts to refusals EA Soler, MPS Jordà, LP FALOMIR Empiricism and analytical tools for 21 Century applied linguistics: selected …, 2012 | 7 | 2012 |
| The effect of individual factors on L3 teachers’ beliefs about multilingual education O Marti Arnandiz, L Portolés Falomir Language, Culture and Curriculum 35 (4), 353-370, 2022 | 5 | 2022 |
| Is teacher talk for very young language learners pragmatically tuned? Directives in two EAL classrooms O Martí, L Portolés Investigating the learning of pragmatics across ages and contexts, 87-122, 2019 | 5 | 2019 |
| Translanguaging and formulaic speech in the L3 classroom L Portolés, MPS Jordà Comunicación, cognición, cibernétic@: actas, 409-422, 2014 | 4 | 2014 |
| Regulative discourse for pre-schoolers: Should English language teachers be polite? O Martí, L Portolés Journal of Research in Applied Linguistics 13 (2), 6-21, 2022 | 2 | 2022 |
| The influence of bilingualism and the research method on third language learners’ refusals L Portolés, MPS Jordà La lingüística aplicada en la era de la globalización, 88-95, 2013 | 2 | 2013 |
| In-service teachers' language attitudes in the Valencian educational system: the effect of the school language programme and the L1 I Guzmán Alcón, L Portolés Falomir Institut Interuniversitari de Filologia Valenciana (IIFV), 2021 | 1 | 2021 |
María Pilar Safont-JordàUniversitat Jaume IVerified email at uji.es
