Recent selected invited lectures
November 2022. Context matters. How much and in what ways. University of Basel (Switzerland)
January 2022. School foreign language learning: an eventful journey. Universidad de la Rioja.
February 2020. Progreso lingüístico en Educación Primaria: factores internos y externos. Universidad de Pamplona.
June 2019. Foreign language learning through audiovisual input. The SUBTiLL Project. CNRS. (Paris, France)
January 2019. Con o sin subtítulos. Los beneficios de mirar series. EIM. Universitat de Barcelona.
May 2017. La enseñanza temprana del inglés. Condiciones básicas. Ministerio de Educación. Viña del Mar (Chile)
May 2017. La enseñanza temprana del inglés. Universidad Diego Portales (Santiago de Chile, Chile)
July 2015. Early foreign language learning: challenges and opportunities. LaDeLi. University of Essex (UK)
May 2015. Effects of starting age, input, and cognitive skills in long-term FL learning. University of Cork (Ireland)
March 2015. Conducting multilingual research with school learners: How and what for? Georgetown University (USA)
March 2015. Time and input in L2 learning. Georgetown University (USA)
October 2014. Young learners: myths and realitites. University of Southern Denmark
March 2014. The influence of age on English foreign language learning. Universitat Jaume I (Castelló)
December 2013. Input limitations in FL learning: the need for action research. University of Munich (Germany)
October 2013. Early FL learning: When research findings do not meet expectations. University of Lund (Sweden)
February 2013. The more the better. Age and input in foreign language learning.University of Cork (Ireland)
October 2012. Individual, school, and out-of-school factors in early foreign language learning. Policy Dialogues. English for the Future. Ministerio de Educación de Colombia and British, Cartagena de Indias (Colombia)
February 2012. Age effects in SLA: Why learning context matters. University of Greenwich (UK).
December 2011. La adquisición de segundas lenguas: Edad y contexto de aprendizaje. Apremder uma segunda língua. Conferencias de la Fundaçao Francisco Manuel dos Santos. Univ. de Porto and Univ. de Lisbon (Portugal).
May 2011. What research tells us about age effects and its implications in instructed language learning settings. International Seminar on Instructed Second Language Learning, UPV.
November 2011. Out-of-school factors in children’s foreign language learning Universitat Jaume I (Castelló)
November 2009. Advantages and challenges of early language learning. University Jaume I (Castelló)
October 2009. Ventajas y retos de una introducción temprana del inglés. Seminar “When to start English?”. Ministerio de Educación del Gobierno de Chile. Universidad Católica. Santiago de Chile
Recent plenary conference presentations
August 2021. Language learning through audiovisual input in and out of the classroom. AILA, Gröningen University (The Netherlands)
October 2020. Language learning through exposure to audiovisual input. Input and learner factors. Bursa Uludag University (Turkey)
September 2019. Internal and external factors in young learners' foreign language learning.Child Foreign Language Learning. University of Cracow (Poland)
January 2019. Input matters no matter where. COST_SAREP: Universitat de Barcelona (Spain).
April 2017. In- and out-of-class language learning. The case of subtitles. Conference: ELTRIA. Universitat de Barcelona (Spain)
January 2017. English learning through subtitles. Conference: ASIRAS, Universitat Autònoma de Barcelona (Spain)
December 2016. The role of cognates in young learers' foreign language receptive vocabulary. Symposium: Multilingualism, language proficiency and age. University of Stockholm (Sweden)
July 2016. Exposure effects on young learners' foreign language learning. Conference: Young Language Learners. University of Oxford (UK)
May 2016. Young foreign language learners: the beginning of a long journey. ICSFLA Conference. University of Silesia (Poland)
March 2016. Linguistic progression in primary school: Internal and external factors. Conference: The learning of foreign languages in primary schools in England: issues and challenges. University of Essex (UK)
October 2015. Input quantity and quality in foreign language learning. Conference: Classroom-oriented research: Towards effective learning and teaching. University of Konin (Poland)
June 2015. Young Learners' Journeying Towards English: Linguistic and attitudinal changes. Summer School of Psycholinguistics (Balaton, Hungary)
October 2014. "We played games and the teachers were nice". Young learners' memories of English language learning in primary school. International Conference on Child Foreign Language Acquisition. University of the Basque Country, (Vitoria, Spain)
October 2014. Instructed foreign language learning: Lessons from research for teaching practice and policy. ANELA, University of Utrecht (The Netherlands)
September 2014. Diferencias individuales en aptitud: retos y aportaciones. ASELE, Universidad Carlos III (Madrid, Spain)
June 2014. Time and input matters in second language learning. TABU Dag. University of Groningen (The Netherlands)
November 2013. The revitalization of language learning aptitude. Present and future challenges. Aedean 23. Universidad de Oviedo.
July 2013. Early Foreign Language Learning. Fast and Easy? KATE (Korean Association of Teachers of English): Tailoring English Teaching for the Foreign Language Context. Hankuk University of Foreign Studies, Seoul (Korea).
June 2013. Learning a Foreign Language in Primary School: Evolving Challenges. First Steps to Multilingualism: The Greek Programme of English for Young Learners. Anavyssos (Greece).
December 2012. The FLiPP project: Comments, questions and lessons. Research meeting about the FLiPP (Foreign Languages in Primary Education) results. Amersfoort (The Netherlands).
November 2012. Language awareness and language production in children. In Cognitive factors and ELT: implicit and explicit teaching. Universidad de Murcia.
July 2012. Young Learners’ Language and Language Learning Awareness. Language Awareness Conference. Concordia University (Montreal, Canada).
July 2012.Young Learners’ Changing Perceptions and Emerging Proficiency. Language Learning and Teaching. BAAL Oxford University.
March 2012. Early age and foreign language learning success: the incomplete equation. Invited Colloquium: "Factors interplaying with age in L2 learning". AAAL. Boston, (US).
February 2012. Age-related advantages vs maturational constraints in L2/L3 acquisition. Winter School on Multilingualism across the Lifespan. University of Fribourg (Switzerland).
July 2011. Age effects in SLA: Why learning context matters so much. Younger = Better ? Comparing 5, 7 and 11 year olds learning French in the classroom. Univ. of Newcastle (UK).
October 2010. Phonological short-term memory and working memory capacity in foreign language acquisition. Invited presentation in Colloquium “Aptitude and Individual Differences in SLA”. SLRF. Univ. Maryland. (Gilabert, R., Mora, J.C., & Muñoz, C.)
February 2010. Early Language Learning in Europe: a comparative study. APAC (Associació de Professors d’Anglès de Catalunya). Barcelona.
October 2009. Ventajas y retos de una introducción temprana del inglés. Seminar: “When to start English?”. Universidad Católica Santiago de Chile/Ministry of Education of Chile.
September 2009. Is input more important than age? Invited presentation for Language Learning Roundtable. Eurosla. University of Cork, Dublin.
November 2022. Context matters. How much and in what ways. University of Basel (Switzerland)
January 2022. School foreign language learning: an eventful journey. Universidad de la Rioja.
February 2020. Progreso lingüístico en Educación Primaria: factores internos y externos. Universidad de Pamplona.
June 2019. Foreign language learning through audiovisual input. The SUBTiLL Project. CNRS. (Paris, France)
January 2019. Con o sin subtítulos. Los beneficios de mirar series. EIM. Universitat de Barcelona.
May 2017. La enseñanza temprana del inglés. Condiciones básicas. Ministerio de Educación. Viña del Mar (Chile)
May 2017. La enseñanza temprana del inglés. Universidad Diego Portales (Santiago de Chile, Chile)
July 2015. Early foreign language learning: challenges and opportunities. LaDeLi. University of Essex (UK)
May 2015. Effects of starting age, input, and cognitive skills in long-term FL learning. University of Cork (Ireland)
March 2015. Conducting multilingual research with school learners: How and what for? Georgetown University (USA)
March 2015. Time and input in L2 learning. Georgetown University (USA)
October 2014. Young learners: myths and realitites. University of Southern Denmark
March 2014. The influence of age on English foreign language learning. Universitat Jaume I (Castelló)
December 2013. Input limitations in FL learning: the need for action research. University of Munich (Germany)
October 2013. Early FL learning: When research findings do not meet expectations. University of Lund (Sweden)
February 2013. The more the better. Age and input in foreign language learning.University of Cork (Ireland)
October 2012. Individual, school, and out-of-school factors in early foreign language learning. Policy Dialogues. English for the Future. Ministerio de Educación de Colombia and British, Cartagena de Indias (Colombia)
February 2012. Age effects in SLA: Why learning context matters. University of Greenwich (UK).
December 2011. La adquisición de segundas lenguas: Edad y contexto de aprendizaje. Apremder uma segunda língua. Conferencias de la Fundaçao Francisco Manuel dos Santos. Univ. de Porto and Univ. de Lisbon (Portugal).
May 2011. What research tells us about age effects and its implications in instructed language learning settings. International Seminar on Instructed Second Language Learning, UPV.
November 2011. Out-of-school factors in children’s foreign language learning Universitat Jaume I (Castelló)
November 2009. Advantages and challenges of early language learning. University Jaume I (Castelló)
October 2009. Ventajas y retos de una introducción temprana del inglés. Seminar “When to start English?”. Ministerio de Educación del Gobierno de Chile. Universidad Católica. Santiago de Chile
Recent plenary conference presentations
August 2021. Language learning through audiovisual input in and out of the classroom. AILA, Gröningen University (The Netherlands)
October 2020. Language learning through exposure to audiovisual input. Input and learner factors. Bursa Uludag University (Turkey)
September 2019. Internal and external factors in young learners' foreign language learning.Child Foreign Language Learning. University of Cracow (Poland)
January 2019. Input matters no matter where. COST_SAREP: Universitat de Barcelona (Spain).
April 2017. In- and out-of-class language learning. The case of subtitles. Conference: ELTRIA. Universitat de Barcelona (Spain)
January 2017. English learning through subtitles. Conference: ASIRAS, Universitat Autònoma de Barcelona (Spain)
December 2016. The role of cognates in young learers' foreign language receptive vocabulary. Symposium: Multilingualism, language proficiency and age. University of Stockholm (Sweden)
July 2016. Exposure effects on young learners' foreign language learning. Conference: Young Language Learners. University of Oxford (UK)
May 2016. Young foreign language learners: the beginning of a long journey. ICSFLA Conference. University of Silesia (Poland)
March 2016. Linguistic progression in primary school: Internal and external factors. Conference: The learning of foreign languages in primary schools in England: issues and challenges. University of Essex (UK)
October 2015. Input quantity and quality in foreign language learning. Conference: Classroom-oriented research: Towards effective learning and teaching. University of Konin (Poland)
June 2015. Young Learners' Journeying Towards English: Linguistic and attitudinal changes. Summer School of Psycholinguistics (Balaton, Hungary)
October 2014. "We played games and the teachers were nice". Young learners' memories of English language learning in primary school. International Conference on Child Foreign Language Acquisition. University of the Basque Country, (Vitoria, Spain)
October 2014. Instructed foreign language learning: Lessons from research for teaching practice and policy. ANELA, University of Utrecht (The Netherlands)
September 2014. Diferencias individuales en aptitud: retos y aportaciones. ASELE, Universidad Carlos III (Madrid, Spain)
June 2014. Time and input matters in second language learning. TABU Dag. University of Groningen (The Netherlands)
November 2013. The revitalization of language learning aptitude. Present and future challenges. Aedean 23. Universidad de Oviedo.
July 2013. Early Foreign Language Learning. Fast and Easy? KATE (Korean Association of Teachers of English): Tailoring English Teaching for the Foreign Language Context. Hankuk University of Foreign Studies, Seoul (Korea).
June 2013. Learning a Foreign Language in Primary School: Evolving Challenges. First Steps to Multilingualism: The Greek Programme of English for Young Learners. Anavyssos (Greece).
December 2012. The FLiPP project: Comments, questions and lessons. Research meeting about the FLiPP (Foreign Languages in Primary Education) results. Amersfoort (The Netherlands).
November 2012. Language awareness and language production in children. In Cognitive factors and ELT: implicit and explicit teaching. Universidad de Murcia.
July 2012. Young Learners’ Language and Language Learning Awareness. Language Awareness Conference. Concordia University (Montreal, Canada).
July 2012.Young Learners’ Changing Perceptions and Emerging Proficiency. Language Learning and Teaching. BAAL Oxford University.
March 2012. Early age and foreign language learning success: the incomplete equation. Invited Colloquium: "Factors interplaying with age in L2 learning". AAAL. Boston, (US).
February 2012. Age-related advantages vs maturational constraints in L2/L3 acquisition. Winter School on Multilingualism across the Lifespan. University of Fribourg (Switzerland).
July 2011. Age effects in SLA: Why learning context matters so much. Younger = Better ? Comparing 5, 7 and 11 year olds learning French in the classroom. Univ. of Newcastle (UK).
October 2010. Phonological short-term memory and working memory capacity in foreign language acquisition. Invited presentation in Colloquium “Aptitude and Individual Differences in SLA”. SLRF. Univ. Maryland. (Gilabert, R., Mora, J.C., & Muñoz, C.)
February 2010. Early Language Learning in Europe: a comparative study. APAC (Associació de Professors d’Anglès de Catalunya). Barcelona.
October 2009. Ventajas y retos de una introducción temprana del inglés. Seminar: “When to start English?”. Universidad Católica Santiago de Chile/Ministry of Education of Chile.
September 2009. Is input more important than age? Invited presentation for Language Learning Roundtable. Eurosla. University of Cork, Dublin.