Language Value journal

Universitat Jaume I de Castelló, English Studies Department.Humanities and Social Sciences Faculty, Faculty Member

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ISSN 1989-7103
Language Value seeks to become a scholarly arena for the exploration of the attitudes and values conveyed by users of the English language in different contexts and situations. Scholars, teachers and researchers interested in this topic are welcome to submit their proposals. The journal also accepts discussion articles, which present criticisms of articles previously published in the journal and are subject to the same review process as the rest of the articles. General comments are not accepted. The discussion articles should make a significant contribution to the works already published and should provoke debate between authors and readers. Monographic issues within the scope of the journal are also welcome.

The journal also publishes book reviews and multimedia material in the field of applied linguistics and discourse analysis. If you wish to send a copy of the volume or product for the journal to publish a review, please contact the editors.

Language Value, the first online magazine published by the Department of English Studies at Universitat Jaume I at least twice a year in the third quarter. All research articles in this journal follow a rigorous double-blind peer review.

ISSN 1989-7103

It is indexed in ISOC, ERIH PLUS, DIALNET, LATINDEX, Linguist List, EBSCO, RESH, Dulcinea, MIAR, DICE, CIRC, REDIB, CSIC, SCOPUS and DOAJ.

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Language Value. Volume 18-2

Language Value. Volume 18-2, 2025

Language Value seeks to become a scholarly arena for the exploration of the attitudes and values ... more Language Value seeks to become a scholarly arena for the exploration of the attitudes and values conveyed by users of the English language in different contexts and situations. Scholars, teachers and researchers interested in this topic are welcome to submit their proposals. The journal also accepts discussion articles, which present criticisms of articles previously published in the journal and are subject to the same review process as the rest of the articles. General comments are not accepted. The discussion articles should make a significant contribution to the works already published and should provoke debate between authors and readers. Monographic issues within the scope of the journal are also welcome. The journal also publishes book reviews and multimedia material in the field of applied linguistics and discourse analysis. If you wish to send a copy of the volume or product for the journal to publish a review, please contact the editors. Language Value, the first online magazine published by the Universitat Jaume I, is published by the Department of English Studies at least once a year in the third quarter. All research articles in this journal follow a rigorous double-blind peer review.

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Language Value. Volume 18-1

Language Value. Volume 18-1, 2025

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Language Value. Volume 17

by Language Value journal, Ana Montoya-Reyes, Sergio Peñalver Férez, and Ni Putu Era Marsakawati

Language Value 17, 2024

Language Value seeks to become a scholarly arena for the exploration of the attitudes and values ... more Language Value seeks to become a scholarly arena for the exploration of the attitudes and values conveyed by users of the English language in different contexts and situations. Scholars, teachers and researchers interested in this topic are welcome to submit their proposals. The journal also accepts discussion articles, which present criticisms of articles previously published in the journal and are subject to the same review process as the rest of the articles. General comments are not accepted. The discussion articles should make a significant contribution to the works already published and should provoke debate between authors and readers. Monographic issues within the scope of the journal are also welcome.

The journal also publishes book reviews and multimedia material in the field of applied linguistics and discourse analysis. If you wish to send a copy of the volume or product for the journal to publish a review, please contact the editors.

Language Value, the first online magazine published by the Universitat Jaume I, is published by the Department of English Studies at least once a year in the third quarter. All research articles in this journal follow a rigorous double-blind peer review.

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Language Value. Volume 16.2

by Language Value journal and Francisco J. Álvarez-Gil

Language Value, Volume 16, Number 2, 2023

Language Value publishes articles and book reviews aiming to the interdisciplinary analysis of En... more

format_quoteAnalyzed a corpus of 220 doctoral dissertations to investigate deontic modal usage patterns across academic fields.format_quote

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Language Value. Volume 15.2

Language Value, Volume 15, Number 2, 2022

This paper explores the implementation of internationalisation in the Spanish university system a... more This paper explores the implementation of internationalisation in the Spanish university system and its effects from a mixed methods approach, combining quantitative corpus linguistics techniques and qualitative interview protocols. Results showed that Spanish universities' written policies align with the national framework and rely on a complementary use of 'abroad' and 'at home' orientations for research and education. The main internationalisation strategies identified are mobility, collaboration, and English-medium instruction. A positive representation of internationalisation is also identified, with both top-down and bottom-up actors stressing its benefits for individuals and society. Yet, some critical voices pointed at mismatches between institutional views and stakeholders' experiences, questioning the sufficient allocation of resources and lack of recognition and incentives. The paper argues that effective comprehensive internationalisation should include written internationalisation plans, communication strategies, and a clearly defined internationalisation models adapted to the universities' particularities.

format_quoteDocument analysis shows emphasis on research in internationalisation, with specific strategies for enhancing visibility through high-impact publications.format_quote

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Language Value. Volume 15.1

by Adrián Pla Ángel, Language Value journal, and Gloria Muñoz

Language Value, Volume 15, Number 1, 2022

The importance of CLIL can be understood by the new demands in education and the changing social ... more The importance of CLIL can be understood by the new demands in education and the changing social forces that affect the use of languages in applied contexts today. Therefore, the use of appropriate materials is basic. The aim of this paper is twofold. Firstly, to establish the key elements of CLIL, reviewing the theoretical frameworks informing this methodology to identify its basic characteristics. Secondly, to examine to what extent they are applied in the teaching of History through a real example of a textbook for 2nd year of Secondary Education. To fulfil both aims, a list of nine criteria has been developed to be used as a relevant tool for teachers when choosing potentially effective materials. This tool will be inspired in the guidelines of two CLIL models in terms of SLA and content support. Finally, possible niches for improvement will be detected, always in order to increase students' motivation.

format_quoteAdequate CLIL materials are essential for achieving content and language goals in multilingual education.format_quote

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Language Value. Volume 14.2

Language Value, Volume 14, Number 2, 2021

This volume contains a collection of articles by researchers and educators using English as a m... more This volume contains a collection of articles by researchers and educators using English as a medium of instruction (EMI) in tertiary education(Dafouz & Camacho-Miñano, 2016; Dearden, 2016; Dafouz & Smit, 2020; Carrió-Pastor, 2020; Fortanet-Gómez, 2020). The growing literature on EMI, and the related field of CLIL(Ball et al., 2015; Carrió-Pastor & Bellés-Fortuño, 2021), seems to be sprouting rapidly, driven by social and political concerns and not only for professional reasons. The supremacy of English as a lingua franca has not yet been challenged andhas apparently no serious contenders. English dominates the web in most fields of knowledge. International instant messaging and other electronic genres are good examples of intercultural communication taking place in English. The academic world has also nestleditself happily in the arms of this language and so has any industrial activity with international ambitions.

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Language Value. Volume 14.1

Language Value, Volume 14, Number 1, 2021

This is the fourteenth issue of Language Value, the journal created by the Department of English ... more This is the fourteenth issue of Language Value, the journal created by the Department of English Studies at Universitat Jaume I (UJI) over 12 years ago. Since its beginning, the journal has grown and progressed, and, at this moment, it is already indexed and recognised internationally. In this evolution, many persons have left their imprint, some of them from the department that devised this journal. One of these persons was Raquel Segovia Martín,who unfortunately left us one year ago. Raquel arrived at Universitat Jaume I from the University of Pittsburgh (USA), where she had obtained her PhD degree in Languages and Film Studiesand taught Spanish language and culture courses. Since very young, she had been interested in the Spanish language: she had finished her bachelor’s degree in Hispanic Philology at the Universidad Autónoma de Madrid. However, she saw an opportunity to adapt her profile and to participate in the new project of Universitat Jaume I in 1994, once she had decided to come back to Spain. At this university, she could combine her knowledge of Spanish and English in translation courses and add to it her expertise in film and communication studies. She was a good teacher and a good colleague who left us much too soon. This volume is in memoriamof Raquel Segovia Martín, and the articles included in it are all related to her profile: translation, cinema and communication.Translation has always been an interesting and even passionate topic of research, especially when related to films and television, because of the transfer of meaning between cultures it involves (Segovia Martín, 2003, 2009). Audiovisual translation has dramatically evolved in the last century, especially in countries such as Spain, where foreign films and TV programmes are usually dubbed. Chaume, a well-known colleague at the Department of Translation and Interpreting at UJI, has paid special attention to the cultural, sociological and cognitive aspects of translation and to the evolution of the methodologies used all over the world (2018, 2019).
PrefaceLanguage Value,ISSN 1989-7103iiMoreover, cinema has also been considered a tool for effective language learning, especially English, as it combines entertainment with authentic or realistic situations where the language is used (Herrero-Vecino & Vanderschelden, 2019). Segovia Martín showed her interest in cinema symbolism in her research (1996, 2008), and she also explained some years ago how the (re)productions of English language texts by several media could provide valuable research and educational material for English language departments (Segovia Martín, 2003). In this same line, some authors have claimed the many advantages of cinema watching and its possibilities in language learning. For example, Talaván and Rodríguez-Alarcón (2014) have found reverse subtitling effective for collaborative language learning,and Giamperi (2018) uses films to provide students with situations where authentic colloquial language is employed.Communication was Segovia-Martín’s third area of research interest (Segovia Martín, 2007a, 2007b). It was fostered by her teaching of English in the Audiovisual Communication degree, and, in her research, she dealt both with the linguistic and the multimodal nature of advertising discourse.

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Language Value. Volume 12

Language Value, Volume 12, 2020

iii creation of a map of student genres from a Spanish learner corpus in engineering, which shoul... more iii creation of a map of student genres from a Spanish learner corpus in engineering, which should provide a starting point for developing a focused writing programme for engineering students in his university, and in similar contexts. Finally, I would like to thank all the people who have helped with this special issue of Language Value. My thanks go particularly to the two editors, Begoña Bellés Fortuño and Carmen Sancho Guinda, and to Lucía Bellés Calvera. I am also grateful to all those who took part in the AELFE conference in Pamplona in 2019, which was the starting point for this special issue. My special gratitude goes to

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Language Value. Volume 11

Language Value, Volume 11, 2020

The processes of globalisation, the increasing dominance of English in academic and pr... more The processes of globalisation, the increasing dominance of English in academic and professional spheres, and the ongoing changes in higher education worldwide have destabilised the role of specialised language teaching at university level. Like many situations of instability, the current panorama presents those involved with both opportunities and threats. On the positive side, the increase in international contact in most areas of social, academic and economic life means that the need for specialised language education is probably greater than ever before. No one leaves school with excellent professional communication skills in a second language –and so precisely those skills should be the focus of new generation Languages for Specific Purposes (LSP) courses. But unfortunately many institutions have been slow to understand the vital role that language training for specific purposes has in equipping students for their future professions. The teachers and departments responsible for LSP teaching also urgently need to update their own knowledge and competences, redesign their courses, and seize this opportunity to become experts in professional communication. As linguists, LSP practitioners are uniquely positioned to conduct principled inquiry into specialisedlanguage domains, to map the specific features of professional genres, and to build a robust understanding of how different discourse communities use them. Such research will allow LSP teachers to adopt a critical attitude to material that is available (Jiang and Hyland 2020), and to devise courses and resources that match more closely with what their students need.

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Language Value. Volume 10

Language Value, Volume 10, 2019

Access to educationshould beuniversalin all cases;however, bureaucracy and policy convent... more Access to educationshould beuniversalin all cases;however, bureaucracy and policy conventions sometimes divert unconsciously from this objective. Although educational institutionshave beenrowingin the right directionin the last decade, still a lotremains to be doneto make education accessible toeveryone. Accessibility to educationin most cases goes hand in hand with new technologies and the concept of e-learning accessibility (Phipps andKelly2006),since information and computer technologies (ICT) arepresent in all levels of the educational sphere. To achieve this, the European Union and governments worldwide have advancedin the publication of directivesand requirements that advocate for equal accessto education technology, for exampleaccess to websites and applicationsforthe public sector. This meansthateducation can be adapted to students’ needs according to their functionality (Bataneroet al.2014).The current issue includes contributions that delve into the educational sector with practices and pedagogical accommodations to students’ needs. The issue, structured in two differentiating sections includes four full articles in the main section and two book reviews.The issue opens with Ögur Çelik’sarticle on genre analysis applied to the field of ESP. The author explains how the digitalisationhas resulted in the generation of new digital genres and theirsubsequent study. The article analysesbiography texts on the Internet Movie Database (IMDb) website, the texts under analysis include biographies of the last 20 Oscar-Winning actors and actresses. Çelik proposes a genre-based instructionon EAP after the biography texts analysis.

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Language Value. Volume 9

Language Value, Volume 9, 2018

Departing from the concept of multimodality as “a field of application rather than a theory” (Be... more Departing from the concept of multimodality as “a field of application rather than a theory” (Bezemer and Jewitt 2010: 180), the current volume aims at presenting multimodal practices in different learning environments. Multimodal means of instruction can overtly change communication landscapes in terms of spaces and texts. In this volume, new academic identities are revised departing from multimodal texts (visual texts, written texts that use images, written texts that discuss visuals, etc.) which combine with the primary aim of generating meaning.This issue intends to delve into the definition of Multimodality in order to promote multimodal learning environments by revisiting theories and practices of multimodal education. The volume includes valuablecontributions to Multimodality in education trying to ease the differences between conventional teaching practices and the fast constant changes of the modern society (Kress and Van Leeuwen 2001). The volume works as an updated reference for multimodalityin different spaces, varied modes and diverse texts within disciplinary variations for pedagogical practices. The volume is divided into two main sections, a wider section with four full papers and a following section with a book review. In the opening article of this volume Stefania Consonnianalyses PowerPoint (PPT) as a leading genre in academic discourse, focussing on the implementation of student motivation boosting strategies. She explores how PPT can be used to motivate teachers and students from two perspectives, ideational and interactional, using multimodal and critical discourse analysis approaches.In the next contribution, Larissa D’Angelodiscusses the effectiveness of the pre-formatted construction of discourse through PowerPoint presentations by observing the abuse of bullet point presentations, the limited format and size of slides that support minimum content and the ever-present risk of overwhelming viewers with too much text

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Language Value. Volume 8

Language Value, Volume 8, 2017

Over the last decades, we have witnessed a rapid development of technology in the ar... more Over the last decades, we have witnessed a rapid development of technology in the arena of education in general, and more particularly in the area of second/foreign language (SL/FL) teaching, which is the major concern of the present volume. Although it might be logical to state that technology has influenced education and SL/FL teaching practices, perhaps we are just at the very beginning of the integration of new technologies in the context of language education. The interest in technology and its implementation in the SL/FL classroom is not new. Indeed, several researchers, and especially in recent years, have drawn their attention to the potential of technology in the language teaching and learning context (e.g. Beltrán-Palanques 2013, 2014, Chapelle 2013, Taguchi and Sykes 2013, González-Lloret and Ortega 2014, Carrió-Pastor 2016, Martín-Monje et al. 2016). A range of technologies are available for SL/FL teaching, the use of which will be somehow determined by language teachers’ readiness, interest and knowledge. However, it is also true that, on some occasions, access to technology is somehow constrained by external factors that impede teachers’ use of technology in the FL/SL classroom.

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Language Value. Volume 7

Language Value, Volume 7, 2015

The current issue has speaking performance as a conducting thread, specifically, the research und... more The current issue has speaking performance as a conducting thread, specifically, the research undertaken on new methods to test it. Testing language skills and defining the constructs under which tests need to be constructed is a complex task. Particularly, assessing speaking performance is a rather intricate process with many agents and variables involved and many factors affecting the final outcome. Subjectivity, fairness, anxiety, cognitive and metacognitive aspects, particular features of speech, individual abilities, and social constraints among others make the mastery of speaking in a foreign language and its subsequent assessment a definitely arduous task. Critical reflection and research on the part of educational institutions, researchers, test developers or any person undertaking assessment is of paramount importance to guarantee the adequacy, reliability and success of the whole testing process and results.

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Language Value. Volume 6

Language Value, Volume 6, 2014

This issue includes articles concerning different approaches to tackle the impact of the Common E... more This issue includes articles concerning different approaches to tackle the impact of the Common European Framework of Reference (CEFR) on English Language Teaching (ELT) and assessment. Special attention is paid to the assessment of language competence in a higher education context. The use and impact of evaluation and assessment results is of paramount importance when these results are a prerequisite, for instance, to start postgraduate studies or to be able to ask for a job where a specific level is required. In this context, validity and reliability of standard tests and their alignment to the CEFR levels and placement tests in higher education institutions are key concepts within the European framework. Due to the fact that the English language has an important impact as a tool for communication worldwide, most research in defining the different CEFR levels and evaluating their description (and how this description is understood and applied) refer to the English language. But the application of such levels to other European languages is also relevant particularly if we want to establish a clear language reference that may be understood and shared among languages. Thus, we may talk about the comparison of educational achievements across countries and in different parts of the same country as well as among languages. Another important issue within the CEFR context is the modes in which assessment and tests are carried out, depending on the institutional media. Multimodal means of assessment, online assessment or in situ assessment may also determine the way levels are measured and accessibility for test takers.

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Language Value. Volume 5

Language Value, Volume 5, 2013

In recent times, the relevance of CLIL (Content and Language Integrated Learning) at most educa... more In recent times, the relevance of CLIL (Content and Language Integrated Learning) at most educational levels, especially in the university world, has experienced an exponential increase, as recent publications show (Doiz et al. 2013, Fortanet-Gómez 2013, Llinares et al. 2012, or Smit and Dafouz 2012a, among others). Teaching in English seems to be a popular topic nowadays, but it is also a need. The articles included in this issue show three main common features of CLIL and its role in today’s higher education: the process of internationalization of the educational system, the need for a language policy, and the fact that English for Specific Purposes (ESP) as a field of research and teaching as well as ESP practitioners are all very much concerned withCLIL.The internationalization of the university is one of the reasons pointed out by much of the research conducted on the topic, as can be seen in the present volume. Becoming an international university requires attracting foreign students and this can only be implemented by using a lingua francafor communication; this is the case of the English language, though any other language should also have the same opportunity. A second issue which seems to be closely connected to the integration of English as the language of instruction is the need to develop a university language policy. Apparently, this seems to be already happening in most universities, but CLIL appears to have been implemented in the Spanish university before such a policy is established. A third interesting common key issue which can also be appreciated in the following articles is that applied linguists and ESP (English for Specific Purposes) practitioners are especially concerned with the teaching of content subjects in English as well as in the teacher training of content teachers. Through the following articles, an explicitconnection between CLIL and ESP (in any of its variants) seems to be clear.

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Language Value. Volume 4.2

Language Value, Volume 4, Number 2, 2012

In the wake of Nigerian independence and in contrast to African writers who took an... more In the wake of Nigerian independence and in contrast to African writers who took an essentialist view that equates language with cultural identity (Ngugi wa Thiong’o, for example), Chinua Achebe declared that “[a] language spoken by Africans on African soil, a language in which Africans write, justifies itself” (1975: 67). According to his vision, the colonizers’ languages, English and French, even if they were not African languages, because of their grasp on African history, were part and parcel of African experience. Yet, for Achebe, this did not mean that, through the use of these historically imposed linguistic systems, African authors were simply mimicking the colonizers’ Weltgeist, but rather they were using them to empower themselves and fashion them to represent their experience. In this sense, their writings constitute what Gilles Deleuze and Felix Guattari describe in Kafka: Toward a Minor Literature as a “minor literature”, that is, a literature which is produced by a minority in a major language in order “to express another possible community and to forge the means for another consciousness and another sensibility” (1986: 17). “Minor literature” includes three characteristics: “in it language is affected with a high coefficient of deterritorialization”; “everything in it is political”; and “in it everything takes on a collective value” (1986: 16). The first characteristic enlightens the language question surrounding the discussions of some of the writers studied in this issue of LANGUAGE VALUE. Historically dispossessed of their original languages, they turn to English and discover minor usages that open and unsettle the language by creating new meanings. In the same way as Kafka used German, these writers’ deterritorialization of English becomes a strategy to deal with the dilemma of deploying English, the master’s tongue.

format_quoteGramsci asserts that discussions of language inherently reveal political issues regarding cultural hegemony and the governing class's relationship with the populace.format_quote

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Language Value. Volume 4.1

Language Value, Volume 4, Number 1, 2012

This is the second volume in Language Value that is thoroughly devoted to the issue of Verb Parti... more This is the second volume in Language Value that is thoroughly devoted to the issue of Verb Particle Combinations (VPCs) also known and analysed under different linguistic trends and terms as phrasal/prepositional verbs, compound verbs, discontinuous verbs or multiword verbs, among others. For the sake of simplicity we will use the term verb particle combinations (VPCs) throughout this editorial. Five articles present perspectives on the use of VPCs as used in different texts and contexts: that of animal-related VPCs in Panther and Thornburg, VPCs in child and adult interaction in data taken from the CHILDES corpus in Hampe’s article, economics and finance texts in Breeze’s, VPCs in cartoons in Kihr’s, and constructions made by L2 learners of the VPCs as reflected in a corpus of learner language in Alejo’s article.

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Language Value. Volume 3

by Language Value journal and Ignasi Navarro i Ferrando

Language Value, Volume 3, 2011

This is the first of two issues dealing with multiword patterns. The main focus of these issues ... more This is the first of two issues dealing with multiword patterns. The main focus of these issues is that of phrasal verbs with a special emphasis on the semantic patterns from which they arise. This first issue on this topic includes five articles related to the study of English particles as part of phrasal verbs and in lexical bundles. The issue tackles different perspectives in the analysis and use of phrasal verbs. Most articles adopt a cognitive approach in their investigation of the use and analysis of these units. Two of them, Navarro and Chung et al. also follow a corpus-based approach in their analysis.

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Language Value. Volume 2

Language Value, Volume 2, 2010

This issue addresses Multimodality in English Language Teaching. Multimodality refers to the comb... more This issue addresses Multimodality in English Language Teaching. Multimodality refers to the combination of various communicative modes (sound, images such as graphs or pictures, video, written text, transcribed speech, etc.) within one text. We talk of multimodal text because understanding that text implies understanding the interaction among all its components in the different formats. The challenge for linguists working in the field of Language Teaching is the need to conduct theoretical research on both the multimodal text structure and on the possible ways to adapt and integrate these multimodal texts into the design of pedagogical material. Five papers dealing with different perspectives of multimodality are included in this volume. The first two articles by Querol-Julián and Curado Fuentes deal with the use of multimodal corpora, and the other three explore the design and implementation of multimodal texts in the classroom. While the article by Busà suggests ways to implement multimodality to develop oral presentation skills, the fourth article by Varaala and Jalkanen discusses the issue of multimodal literacy and reading comprehension. Finally, Domínguez Romero and Maíz Arévalo propose ways to test and implement listening comprehension materials. As mentioned above, two of the five articles use multimodal spoken corpora to examine ways in which such corpora may be utilised in two very different contexts. Advances in Corpus Linguistics have witnessed a progress from one-million-word corpora to over two-billion-word corpora that were named third generation corpora. The term third generation corpora is now increasingly associated with "a new generation of corpora: the multi-modal, multi-media corpus-that which combines video, audio and textual records of naturally occurring discourse" (Knight, Evans, Carter and Adolphs 2009: 1). The corpora used by Querol-Julián and Curado Fuentes belong to this category. The first article by Querol-Julián deals with a multimodal spoken corpus of conference lectures. The second article examines a corpus of English, Spanish and bilingual children's conversations and investigates the use of children's discourse for adapted

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