Published papers
Lorenzo, F., Cvikic, L., Llinares, A., De Boer, M., Adadan, E., Arias-Hermoso, R., Ćaleta, M., Demirkol Orak, S., Evnitskaya, N., Glasnović Gracin, D., Granados, A., Guzmán-Alcón, I., Kasprzak, M., Lehesvuori, S., Miloshevska, L., Özdemir, H., Piacentini, V., del Pozo, E., Roquet, H., Bagalová, D., & Ting, T. 2024. 'Assessing disciplinary literacy with CEFR descriptors: History, Mathematics and Science'. A paper by CLILNetLE Working Group 2. V1. PHAIDRA repository, University of Vienna. DOI: https://doi.org/10.25365/phaidra.532_30.
Roquet, H., Soto-Corominas, A., Segura, M., Navarro, N., Elif, Y. 2024. 'Aprendizaje de idiomas en la escuela: ¿mejor cuanto más temprano?', The Conversation. https://theconversation.com/aprendizaje-de-idiomas-en-la-escuela-mejor-cuanto-mas-temprano-224194.
Soto-Corominas, A., Segura, M., Roquet, H., Navarro, N., Elif, Y. 2024. 'Third language English performance at the onset of schooling: Effects of bilingualism and exposure in Catalan-Spanish bilingual children' in E. Puig-Mayenco (ed): International Journal of Multilingualism. DOI: https://doi.org/10.1080/14790718.2024.2348714. (JCR SSCI Q1, SCIMAGO Q1).
Roquet, H., Navarro, N., Nicolás, F. 2024. 'The impact of adjunct instruction on EFL academic writing at university', Journal of Immersion and Content-Based Language Education, 12 (2): 162-191. DOI: https://doi.org/10.1075/jicb.
Soto-Corominas, A., Roquet, H., Segura, M. 2023. 'The effects of CLIL and sources of individual differences on receptive and productive EFL skills at the onset of primary school', Applied Linguistics, 45 (2): 364-382. DOI: https://doi.org/10.1093/applin/amad031.(JCR SSCI Q1, SCIMAGO Q1).
Segura, M., Barón, J., Roquet, H. 2022. 'Productive vocabulary learning in pre-primary education through soft-CLIL', Open Linguistics, 8 (1): 297-327. DOI: 10.1515/opli-2022-0194. (JCR SSCI Q3, SCIMAGO Q1).
Roquet, H., Vraciu, A., Nicolás, F., Pérez-Vidal, C. 2022 (2020 online). 'Adjunct instruction in higher education: Examining the effects on English foreign language proficiency', International Journal of Bilingual Education and Bilingualism, 25 (4): 1377-1398. DOI:10.1080/13670050.2020.1765967. (JCR SSCI Q1, SCIMAGO Q1).
Segura, M., Roquet, H., Barón, J. 2021. 'Receptive vocabulary acquisition in pre-primary education through soft-content and language integrated learning', English Language Teaching. Canadian Center of Science and Education, 14 (10): 1-22. DOI:10.5539/elt.v14n10p1. (CARHUS Plus+).
Segura, M., Roquet, H., Pérez-Vidal, C. 2021. 'The effects of a CLIL programme on linguistic progress at two different points in time', Journal of Language and Education, 7 (1): 171-189. DOI: 10.17323/jle.2021.10981 (SCIMAGO Q2).
Barón, J., Roquet, H., Evnitskaya, N., Navarro, N. 2020. 'Pragmatics in teacher talk: The case of pre-primary education', English Language Teaching. Canadian Center of Science and Education, 13 (8): 168-177. DOI: 10.5539/elt.v13n8p168. (SCIMAGO Q2).
Navarro, N., Roquet, H. 2020. 'Linking or delinking of ideas? The use of adversative linking adverbials by advanced EFL learners', Revista Española de Lingüística Aplicada, RESLA, 33 (2): 505-535. (JCR SSCI Q4, SCIMAGO Q2).
Artieda, G., Roquet, H., Nicolás, F. 2020 (2017 online). ‘The impact of age and exposure on English as a foreign language (EFL) achievement in two learning contexts: formal instruction (FI) and FI + content and language integrated learning (CLIL)’, International Journal of Bilingual Education and Bilingualism, 23 (4): 449-472. DOI: 10.1080/13670050.2017.1373059. (JCR SSCI Q1, SCIMAGO Q1).
Roquet, H. and Pérez-Vidal, C. 2017 (2015 online). ‘Do productive skills improve in content and language integrated learning (CLIL) contexts? The case of writing’, Applied Linguistics, 38 (4): 489-511. DOI: 10.1093/applin/amv050. (JCR SSCI Q1, SCIMAGO Q1).
Roquet, H., Llopis, J. and Pérez-Vidal, C. 2016 (2015 online). ‘Does gender have an impact on the potential benefits learners may achieve in two contexts compared: FI and FI+CLIL?', International Journal of Bilingual Education and Bilingualism, 19 (4): 370-386. DOI: 10.1080/13670050.2014.992389. (JCR SSCI Q1, SCIMAGO Q1).
Pérez-Vidal, C. and Roquet, H. 2015. ‘The linguistic impact of a content and language integrated learning (CLIL) Science programme: An analysis measuring relative gains’ in M.P. García Mayo (ed): Learning Language and Content Through Tasks: Exploring the Interfaces, System, 54: 80-89. (JCR SSCI Q1, SCIMAGO Q1).
Pérez-Vidal, C., Escobar, C. and Roquet, H. 2013. ‘Perspectives sobre l’aprenentatge de llengües i multilingüisme', article divulgatiu al Butlletí Informatiu del Col·legi de Doctors i Llicenciats en Filosofia i Lletres i en Ciències de Catalunya, 14: 4-5.
Roquet, H. 2011. A study of the acquisition of English as a foreign language: Integrating content and language in mainstream education in Barcelona. Doctoral Dissertation. TDX Tesis en Xarxa. http://www.tesisenred.net/handle/10803/41560
Books
Roquet, H. 2011. Integrating content and language in mainstream education in Barcelona. LAP Lambert Academic Publishing. Saarbrücken: Deutschland.
Book chapters and Proceedings
Pérez-Vidal, C. and Roquet, H. 2023. 'Multilingualism and Education' in J. Cabrelli, A. Chaouch-Orozco, J. González Alonso, S. Pereira Soares, E. Puig-Mayenco, J. Rothman (eds): The Cambridge Handbook of Third Language Acquisition. (pp. 295-316). DOI: 10.1017/9781108957823. Cambridge: Cambridge University Press, ISBN: 978-1-108-83242-7.
Antoniou, M., Carlet, A., and Roquet, H. 2023. 'Greek University Students’ Perceptions of Project-Based Learning: Insights on the Development of L2 Vocabulary and L2 Grammar as well as the Enhancement of Motivation and Social Skills through PBL', in V. Argyroulis & M. Batsila (eds): Proceedings of 1st International Conference on ESP, EAP & Applied Linguistics. (pp. 27–35). University Publications of Thessaly, ISBN: 978-960-9439-89-3.
Roquet, H., Vraciu, A., Nicolás, F. 2019. ‘The effect of amount of exposure to English medium instruction programmes in higher education: The case of morphosyntax’ in L. Marqués-Pascual and A. Cortijo-Ocaña (eds): Second and Third Language Acquisition in Bilingual Contexts. (pp. 69-106). Delaware: Juan de la Cuesta, ISBN: 978-1-58871-338-4.
Pérez-Vidal, C. and Roquet, H. 2015. ‘CLIL in context: Profiling language abilities’ in M. Juan-Garau and J. Salazar-Noguera (eds): Content-Based Language Learning in Multilingual Educational Environments. (pp. 237-254). Berlin: Springer, ISBN: 978-3-319-11495-8.
Pérez-Vidal, C. and Roquet, H. 2012. ‘A study of the acquisition of English as a foreign language: Integrating content and language in mainstream education in Barcelona’, TRICLIL Proceedings. Universitat Autònoma de Barcelona.
Valls-Ferrer, M., Roquet, H. and Pérez-Vidal, C. 2010. ‘The effect of practice in different contexts of language acquisition: Contrasting FI, SA and CBLC’ in M. R. Caballero and M.J. Pinar (eds): Ways and Modes of Human Communication. (2: pp. 219-228). Castilla La Mancha: Universidad de Castilla La Mancha.
Roquet, H. and Pérez-Vidal, C. 2008. ‘La lectura bilingüe: factor esencial para la adquisición de la competencia escrita en una tercera lengua’, in R. Monroy and A. Sánchez (eds): 25 Years of Applied Linguistics in Spain: Milestones and Challenges. (pp. 163-170). Murcia: Universidad de Murcia.
Roquet, H. and Pérez-Vidal, C. 2007. ‘Bilingual reading: An essential factor for the acquisition of written competence in a third language’, in S. Van Daele, A. Housen, F. Kuiken, M. Pierrard and I. Vedder (eds): Complexity, Fluency and Accuracy in Second Language Use, Learning and Teaching. (pp. 183-193). Brussels: The Royal Flemish Academy of Belgium for Science and the Arts.
