GRAL :: Language Acquisition Research Group

Teresa Navés Biodata

Teresa Navés is an lecturer in Applied Linguistics in the English Department of the Faculty of Philology at the University of Barcelona (UB) in Catalonia, Spain. In addition to teaching SLA, applied linguistics, EFL teaching methodology and descriptive grammar of English in the undergraduate program she also teaches a course on Content and Language Integrated Learning (CLIL) in the MA program jointly run by the English Department at the UB.

She has worked as a teacher trainer for the University Resource Centres of the UB, UAB and UPC Universities in Catalonia teaching courses on communicative, task-based and content-based learning, syllabus design and the Common European Framework of Languages.

Teresa's scholarly books include Ensenyament de l'Anglès com a Llengua Estrangera I Foreign English Language Teaching Methodology I (1998, EUB) and Ensenyament de l'Anglès com a Llengua Estrangera II Foreign English Language Teaching Methodology II (1999, EUB) and Gramàtica Descriptiva de l'Anglès I. Descriptive Grammar of English I (1999, EUB). She has also published Second Language Acquisition for CLIL and Implementing CLIL in Spain in The CLIL Professional Development Course (2002), a European project funded by the Council of Europe. She has also published in EUROSLA Yearbook (2003) and International Journal of Multilingualism and has several articles in edited volumes published by Multilingual Matters on the long-term acquisition of English as a foreign language and the age factor in writing in particular.

Teresa taught EFL for more than 10 years as a high school teacher. She has also been a member of the Catalan Education teacher trainer team responsible for the syllabus design of EFL courses in Catalonia. She has studied both in the UK and America. She was invited as a visiting scholar to the ESL Department at the university of Hawai'i at Manoa in 1997. She conducted some courses on Spanish as a Foreign Language in Santa Barbara (California) in 1997 for the Spanish Embassy.

Recent publications:

Muñoz, C., Pérez, C., Celaya, M. L., Navés, T., Torras, M. R., Tragant, E., et al. (2002). Age-related Differences and Second Language Learning Practice. En torno a los efectos de la edad en el aprendizaje escolar de una lengua extranjera. Eduling. Revista-fòrum sobre plurilingüisme i educació. Publicació electrònica semestral de l'ICE de la Universitat de Barcelona, 1, http://www.ub.es/ice/portaling/eduling/eng/n_1/munoz-art.htm

Navés, T., Miralpeix, I., & Celaya, M. L. (2005). Who Transfers more…and what? CLI in relation to School Grade and Language Dominance in EFL. International Journal of Multilingualism, 2(2), 113–134 http://www.multilingual-matters.net/ijm/002/ijm0020113.htm

Navés, T., Muñoz, C., & Pavesi, M. (2002). Content and Language Integrated Learning for Second Language Aquisition. A training manual. In D. Marsh & G. Langé (Eds.), Foundation Course for Content and
Language Integrated Learning Instructors.

Navés, T., Torras, M. R., & Celaya, M. L. (2003). Long-term Effects of an Earlier Start. An Analysis of EFL Written Production. In S. Foster-Cohen & S. Pekarek (Eds.), EUROSLA-Yearbook. Annual Conference of the European Second Language Association (Vol. 3, pp. 103-130). Amsterdam: John Benjamins.

Torras, M. R., Navés, T., Celaya, M. L., & Pére-Vidal, C. (2006). Age and IL Development in Writing. (156-182) In C. Munoz (Ed.), Age Factor: Multilingual Matters.