2025

• Soriano-Flórez, I. & Dafouz, E. (2025, en prensa). Rethinking Biliteracy in Business and Economics English- medium Education: Students’ Views of Translingual Spaces. In Imaz Agirre, A. and Arias-Hermoso, R. (Eds.) (in press). Insights into Disciplinary Literacies: Multilingual Perspectives across Educational Levels. Multilingual Matters.

• Borrás, J. & López-Serrano, S. (2023). “How Can I Correct What I Don't Know?”: Exploring Low-Level Learners' Incorporation and Perceptions of Written Metalinguistic Explanations In Garcés-Manzanera, A. & Carrillo García, M. (Eds.), New Approaches to the Investigation of Language Teaching and Literature (pp. 60-81). IGI Global. ​​

• Sánchez-García, D. (2022). The Elephant in the Room: Language Assessment in English-medium Education in Multilingual University Settings. In Osman Z. Barnawi, Mohammed S. Alharbi, & Ayman A. Alzahrani (Eds.), Transnational English Language Assessment Practices in the Age of Metrics. Routledge. (Link to book: https://www.routledge.com/Transnational-English-Language-Assessment-Practices-in-the-Age-of-Metrics/Barnawi-Alharbi-Alzaharani/p/book/9781032169385)

2020

• Orduna-Nocito, E. (2020). Coherence in Language Policy Making. In M.L. Carrió-Pastor (ed.), Internationalising Learning Higher Education: The challenges of English as a Medium of Instruction (pp. 17-33). Palgrave Macmillan. ​​
• Sánchez-García, D. (2020). Internationalization through Language and Literacy in the Spanish EME Context. In S. Dimova, & J. Kling (Eds.), Integrating Content and Language in Multilingual Higher Education. Springer.
• Sánchez-García, D., & Dafouz, E. (2020). Equipping Educational Developers for Inclusive International Programs in Higher Education. In M. Sánchez-Pérez (Ed.), Teacher Training for English-Medium Instruction in Higher Education. IGI Global.​
• Sánchez-Hernández, A. & 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. Series Routledge Advances in Teaching English as an International Language.  

2019

• Calle-Martínez, C., Maíz-Arévalo, C., & Núñez-Perucha, B. (2019). Using the flipped classroom to teach Tourism: a case study. In Calle-Martínez, C. and S. Madarova (Eds.) Focus on learning: Contribution to the field of ESP. Madrid: Universidad Camilo José Cela, 45-52.
• Maíz-Arévalo, C. (2019). “Los cumplidos”, en Mª Elena Placencia y Xosé Padilla (eds.), Guía práctica de pragmática del español, Londres, Routledge, pp. n/a.
  
• Maíz-Arévalo, C. (2019). “Losing Face on Facebook: Linguistic Strategies to Repair Face in a Spanish Common Interest Group”, in Patricia Bou and Pilar Garcés-Conejos Blitvich (eds.), Analyzing Digital Discourse: new insights and future directions. Cham, Palgrave Macmillan, pp. 283-309.​
• Sánchez-Hernández, A. & 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. BRILL.

2018

• Maíz-Arévalo, C. (2018). “Losing Face on Facebook: Linguistic strategies to repair face in a Spanish common interest group”. In Garcés-Conejos Blitvich, P. & Bou, P. (Eds.). Approaches to Digital Discourse Analysis. Palgrave. pp 283-309.
• Martínez-Martínez, M. A. (2018) Empathy vs. engagement: A storyworld possible selves approach to narrative discourse. En  Mª de los Ángeles Gómez González y Lachlan MacKenzie (eds.) The Construction of Discourse as Verbal Interaction. John Benjamins. pp. 251-272.
• 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. EUROSLA Series. pp. 283-309.

2017

• Dafouz, E., & Smit, U. (2017). A sociolinguistic examination of the multifaceted Roles of English in English-medium education in multilingual university settings. In Ana Llinares & Tom Morton (eds.) Applied Linguistics Perspectives on CLIL. John Benjamins, 287-306.