Office: 324.1 (Facultad de Filología, Edificio A)

Contact: ariadna.sanchez@ucm.es

 

 

Ariadna Sánchez-Hernández is an associate professor (Profesora Contratada Doctora) of English Linguistics at Complutense University of Madrid (UCM). She obtained her Ph.D. in Applied Linguistics in 2017 from University Jaume I, receiving the Outstanding Doctoral Award. Apart from UCM, she has taught different English Linguistics subjects at Jaume I University (2014-2017) and Leuphana University of Lüneburg (Germany, 2017-2018). In addition to this, she has teaching experience in Spanish as a Foreign Language at 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 English as an International Language (EIL), the study abroad context and English-medium education (EME). Dr. Sánchez’ publications include articles in international journals (Journal of Pragmatics 2018, System 2018, Language Teaching Research 2021) and in Spanish ones (ATLANTIS 2017, Porta Linguarum 2018), chapters in collective volumes (Peter Lang 2018; Routledge 2020), and she is the co-editor of the volume Learning Second Language Pragmatics beyond Traditional Contexts (Peter Lang 2018). Moreover, she is a member of the editorial board of the journals Applied Pragmatics and Estudios de Lingüística Inglesa Aplicada (ELIA).

At UCM, she is a member of the research group “The Role of English in the Internationalization of Spanish Higher Education”. As such, she currently participates in the research project SHIFT (https://www.ucm.es/shift/), funded by the Spanish Ministry of Education, and she is the coordinator of the innovation teaching project "T-Co Seminar", which involves the design of a resource bank and the implementation of a seminar for university teachers interested in the internationalization of their teaching practices.

At the international level, she is the Vice-Chair of the International Association for Teaching Pragmatics (ITAP), whose aim is to bring together research and teaching practices within the field of pragmatics. In addition to this, she has participated in different funded research projects both at the national and international level, which include the European COST Projects Study Abroad Research in European Perspective and European Network on International Student Mobility: Connecting Research and Practice. 

 

PUBLICATIONS:

(i) Articles in journals:

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

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.

Sánchez-Hernández, A and Alcón-Soler, E. (2019). Pragmatic gains in the study abroad context: General patterns and learners’ experiences. Journal of Pragmatics, 146: 54-71.

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

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

Alcón-Soler, E. and Sánchez-Hernández, A. (2017). Learning pragmatic routines during study abroad: A focus on type of routine. ATLANTIS: Journal of the Spanish Association of Anglo-American Studies, Vol. 39(2): 191-210. DOI: 10.28914/Atlantis-2017-39.2.10

 

(ii) Books and Special Issues:

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

 

(iii) Book chapters:

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. 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 (pp. 199-223). New York: Routledge.

Sánchez-Hernández,A. and Alcón-Soler, E. (2020). Pragmatic instruction in English as an International Language. In Tajeddin, Z. & Alemi, M. (Eds.), English as an International Language: Pragmatic Pedagogy (pp. 95-116). New York: 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). Leiden; Boston: BRILL RODOPI.

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

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.

 

(iv) Conference proceedings:

Sánchez-Hernández, A. and Alonso-Marks, 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).

 

(v) Doctoral dissertation:

Sánchez-Hernández, A. (2017). Acculturation and acquisition of pragmatic routines in the study abroad context. Unpublished PhD Dissertation. Jaume I University, Spain. DOI: http://dx.doi.org/10.6035/14018.2017.191995