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Ariadna Sánchez-Hernández is an assistant professor (accredited to Full Professor) of Linguistics in the Department of English Studies at Complutense University of Madrid (UCM). She obtained her Ph.D. in Applied Linguistics in 2017 at University Jaume I, receiving the Outstanding Doctoral Award. Apart from UCM, she has teaching experience in Linguistics at Jaume I University (Spain, 2014-2017), Leuphana University of Lüneburg (Germany, 2017-2018), Shawnee State University (USA, 2010-2013) and at Ohio University (USA, 2013-2014). 

Her research interests mainly include second language pragmatics and intercultural competence, with a special focus on the study abroad context and English-medium education (EME). Dr. Sánchez-Hernández’ publications include articles in international journals (Journal of Pragmatics 2018, Language Teaching Research 2022) and in Spanish ones (Porta Linguarum 2018; ELIA 2020), chapters in collective volumes (Brill 2019; Routledge 2020), and she is the co-editor of different volumes (Peter Lang 2018, John Benjamins 2023, Routledge 2025). Moreover, she has participated in different funded research projects both at the national and international level, which include the European COST Project ENIS (European Network on International Student Mobility: Connecting Research and Practice, CA20115, 2021-2025), and the national projects SHIFT (Understanding the Internationalisation of Higher Education from the Student Perspective, PID2019-103862RB-100, 2020-2025) and IMICLES (Internationalisation and Multilingualism. Strategies for integrating content and languages in Higher Education, RED2024-154338-T, 2025-2027). In addition to this, she is a member of the editorial board of the journals Applied Pragmatics and Estudios de Lingüística Inglesa Aplicada (ELIA). At UCM, she is also a member of the UCM research groups MILES (Multilingualism, Internationalisation and the English Language in Higher Education) and DISCOM-COGFUNC (Discourse and Communication in English: Studies in Cognitive and Functional Linguistics), and was the coordinator of the teaching innovation project T-Co (Seminar on the Internationalisation of Teaching Practices).

Besides her research and teaching, Dr. Sánchez-Hernández is currently occupying different academic positions; namely, Vice-Chair of the International Association for Teaching Pragmatics (ITAP), and the Coordinator of the English Studies degree at UCM.

 

Ariadna Sánchez-Hernández es profesora contratada doctora (acreditada a Profesora Titular) de Lingüística en el Departamento de Estudios Ingleses de la Universidad Complutense de Madrid (UCM). Obtuvo su doctorado en Lingüística Aplicada en 2017 en la Universidad Jaume I, recibiendo el Premio Extraordinario de Doctorado. Además de la UCM, tiene experiencia docente en Lingüística en la Universidad Jaume I (2014-2017), en la Leuphana University of Lüneburg (Alemania, 2017-2018), en Shawnee State University (EEUU, 2010-2013) y en Ohio University (EEUU, 2013-2014). 

Sus intereses de investigación incluyen principalmente la pragmática segundas lenguas y la competencia intercultural, con un enfoque especial en el contexto de estudios en el extranjero y la educación en inglés (EME). Las publicaciones de la Dra. Sánchez-Hernández incluyen artículos en revistas internacionales (Journal of Pragmatics 2018, Language Teaching Research 2022) y en las españolas (Porta Linguarum 2018; ELIA 2020), capítulos en volúmenes colectivos (Brill 2019; Routledge 2020), y es coeditora de distintos volúmenes (Peter Lang 2018, John Benjamins 2023, Routledge 2025). Además, ha participado en diferentes proyectos de investigación financiados tanto a nivel nacional como internacional, entre los que se encuentra el proyecto europeo COST European Network on International Student Mobility: Connecting Research and Practice (2021-25), y los proyectos nacionales SHIFT (Understanding the Internationalisation of Higher Education from the Student Perspective, 2020-2025) e IMICLES (Internacionalización y Multilingüismo. Estrategias de integración de contenidos y lenguas en la Educación Superior, 2025-2027). También es miembro del consejo editorial de las revistas Applied Pragmatics y Estudios de Lingüística Inglesa Aplicada (ELIA). Y en la UCM es miembro de los grupos de investigación MILES (Multilingüismo, Internacionalización y Lengua Inglesa en la Educación Superior) y DISCOM-COGFUNC (Discurso y Comunicación en Lengua Inglesa: Estudios de Lingüística Cognitiva y Funcional), y fue coordinadora del proyecto de innovación docente T-Co (Seminario para la Internacionalización de la Docencia).

Además de su labor investigadora y docente, la Dra. Sánchez-Hernández ocupa en la actualidad diferentes cargos académicos; a saber, vicepresidenta de la Asociación Internacional para la Enseñanza de la Pragmática (ITAP), coordinadora del grado de Estudios Ingleses de la UCM.

 

Publications:

Articles in refereed journals:

Sánchez-García, D. and Sánchez-Hernández, A. (In press, 2026). Exploring oral production skills in disciplinary literacies: Students’ use of Cognitive Discourse Functions in EME Business Case Studies. English Teaching & Learning.

Kulyagina, A. and Sánchez-Hernández, A. (In press, 2026). Second language pragmatic competence in digitally mediated communication: Exploring requests and refusals. Porta Linguarum.

Sun, Y. and Sánchez-Hernández, A. (2026). Toward a pragmatic assessment of other-initiated repair: Development of a pragmatics-oriented coding system. International Journal of Applied Linguistics, 0, 1–14.

López-Serrano, S. Martínez-Flor, A. and Sánchez-Hernández, A. (2025). The effects of self-access web-based pragmatic instruction and L2 proficiency on EFL students’ email request production and confidence. Languages, 10(11), 279.

Magliacane, A., and Sánchez-Hernández, A. (2025). Development of pragmatic awareness during study abroad: A focus on pragmatic markers. Pragmatics, 1-16.

Llanes, À. Barón, J. and Sánchez-Hernández, A. (2024). L2 pragmatic development by early teenagers in study abroad and foreign language settings: a focus on pragmatic markers. Language, Culture and Curriculum, 1-15.

Sánchez-Hernández, A., Barón, J. and Llanes, À. (2024). The development of pragmatic markers in English as a second language: Do age and learning context matter? Languages, 9(4): 115.

Alonso-Marks, E. and Sánchez-Hernández, A. (2023). Written pragmatic competence of heritage speakers and foreign language learners of Spanish: Exploring the use of discourse markers. RASAL Lingüística, 2: 99-120.

Sánchez-Hernández, A. (2022). Second language pragmatic development in study abroad contexts: An introduction. Study Abroad Research in Second Language Acquisition and International Education, 7(1): 2-23.

Sánchez-Hernández, A. and Barón, J. (2022). Teaching second language pragmatics in the current era of globalization: An introduction. Language Teaching Research, 26(2): 163-170.

Sánchez-Hernández, A and Martínez-Flor, A. (2021). Teaching the pragmatics of English as an International Language (EIL): a focus on pragmatic markers. Language Teaching Research, 26(2): 256-278.

Alonso-Marks, E. and Sánchez-Hernández, A. (2020). Intercultural development during short-term study abroad: The role of intensity of interaction on cross-cultural sensitivity. ELIA: Estudios de Lingüística Inglesa Aplicada, 20: 13-46.

Herraiz-Martínez, A. and Sánchez-Hernández, A. (2019). Pragmatic markers by multilingual speakers: evidence from a CLIL context. English Language Teaching, 12(2): 68-76.

Sánchez-Hernández, A and Alcón-Soler, E. (2018). Pragmatic gains in the study abroad context: General patterns and learners’ experiences. Journal of Pragmatics, 146: 54-71.

Sánchez-Hernández, A. and Alonso-Sameño, E. (2018). Cross-cultural sensitivity and intensity of interaction in study abroad: A developmental approach. Porta Linguarum, 30: 165-175.

Sánchez-Hernández, A. (2018). A mixed methods study of the impact of sociocultural adaptation on development of pragmatic production. System, 75: 93-105.

Alcón-Soler, E. and Sánchez-Hernández, A. (2017). Learning pragmatic routines during study abroad: A focus on type of routine. Atlantis, 39(2): 191-210.

 

Books, edited books and special issues:

Sánchez-García, D., Sánchez-Hernández, A., & Dafouz, E. (2026). Navigating Disciplinary Literacies in English-medium higher education: Insights from lecturers, students and professional developers. Routledge.

Martínez-Flor, A., Sánchez-Hernández, A. and Barón, J. (Eds.) (2023). L2 pragmatics in action: Teachers, learners and the learning-teaching interaction process. John Benjamins.

Sánchez-Hernández, A. (special issue ed.) (2022). Second language pragmatic development in study abroad contexts. Study Abroad Research in Second Language Acquisition and International Education, 7(1).

Sánchez-Hernández, A. and Barón-Parés, J. (special issue eds.) (2022). Teaching second language pragmatics in the current era of globalization. Language Teaching Research, 26(2).

Sánchez-Hernández, A. and Herraiz-Martínez, A. (Eds.) (2018). Learning second language pragmatics beyond traditional contexts. Peter Lang AG.

 

Book chapters:

Sánchez-García, D., & Sánchez-Hernández, A. (2026). Disciplinary Literacies in English-medium higher education: An introduction (p. 3-12). In D. Sánchez-García, A. Sánchez-Hernández & E. Dafouz (Eds.), Navigating Disciplinary Literacies in English-medium higher education: Insights from lecturers, students and professional developers. Routledge.

Martínez-Flor, A., and Sánchez-Hernández, A. (2023). Classroom research on pragmatics. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics (pp.1-6). John Wiley & Sons. 

Sánchez-Hernández, A. (2023). Language attitude effects on L2 pragmatics. In A. Martínez-Flor, A. Sánchez-Hernández and J. Barón (Eds.), L2 pragmatics in action: Teachers, learners and the learning-teaching interaction process (pp. 215-239). Amsterdam: John Benjamins.

Sánchez-Hernández, A. and Maíz-Arévalo, C. (2021). Towards a new measurement of intercultural (communicative) competence: Assessing the pragmatic competence of intercultural speakers. In T. McConachy & A. J. Liddicoat (Eds.), Teaching and learning second language pragmatics for intercultural understanding. New York: Routledge.

Sánchez-Hernández, A. and Alcón-Soler, E. (2020). Pragmatic instruction in English as an International Language (EIL). In Tajeddin, Z. & Alemi, M. (Eds.), English as an International Language: Pragmatic Pedagogy. Routledge.

Sánchez-Hernández, A. and Alcón-Soler, E. (2019). The role of individual differences on learning pragmatic routines in a study abroad context. In P. Salazar and V. Codina (Eds.), Investigating the learning of pragmatics across ages and contexts (pp. 141-164). BRILL/Rodopi.

Sánchez-Hernández, A. and Herraiz-Martínez, A. (2018). Second language pragmatics across contexts: An introduction. In A. Sánchez-Hernández and A. Herraiz- Martínez (ed.), Learning second language pragmatics beyond traditional contexts (pp. 9-13). Peter Lang AG.

Sánchez-Hernández, A. (2018). Acculturation and pragmatic learning: international students in the US. In C. Pérez-Vidal, S. López-Serrano, J. Ament & D. Thomas-Wilhelm (Eds.), Learning effects: study abroad, formal instruction and international immerssion classrooms (pp. 283-309). EUROSLA Series.

 

Refereed Conference Proceedings:

Sánchez-Hernández, A. and Alonso-Sameño, E. (2018). Factors affecting the acquisition of Spanish pragmatic routines during study abroad. XXXV AESLA International Conference: Languages at the crossroads: training, accreditation and context of use. Jaén (Spain).

 

PhD Dissertation:

Sánchez-Hernández, A. (2017). Acculturation and acquisition of pragmatic routines in the study abroad context. Unpublished PhD Dissertation. Jaume I University, Spain.