Current research projects and publications (University of Alcalá, Madrid, Spain)

See also my web site at University of Alcala, (

Research areas:

Discourse and conversation analysis, pragmatics, discourse and gender, discourse and emotions, corpus linguistics, English language teaching.

EMO-FUNDETT  research Project (2014-2017)

EMOtion and language 'at work': The discursive emotive/evaluative FUNction in DiffErent Texts and contexts within corporaTe and institutional work
Proyecto I+D de excelencia
Ministerio de Economía y Competitividad
Research leader: 
 Laura Alba Juez (UNED Madrid)

FUNDETT research Project (2010-2013)

FUNciones Discursivas: la Evaluación en distintos Tipos Textuales - 
Proyecto I+D de excelencia
Ministerio de Economía y Competitividad
Research leader: 
 Laura Alba Juez (UNED Madrid)

Publications between 2011-2017:


2017- Free download till April 2019!!

from the link here:

Corpus Pragmatics

This journal offers a forum for theoretical and applied linguists to publish and discuss research in the new linguistic discipline that stands at the intersection of corpus linguistics and pragmatics. The objective is to develop pragmatics with the aid of quantitative corpus methodology.

 Link to journal

Link to table of contents

The International Journal of Corpus Linguistics (IJCL) publishes original research covering methodological, applied and theoretical work in any area of corpus linguistics. Through its focus on empirical language research, IJCL provides a forum for the presentation of new findings and innovative approaches in any area of linguistics (e.g. lexicology, grammar, discourse analysis, stylistics, sociolinguistics, morphology, contrastive linguistics), applied linguistics (e.g. language teaching, forensic linguistics), and translation studies. Based on its interest in corpus methodology, IJCL also invites contributions on the interface between corpus and computational linguistics. The journal has a major reviews section publishing book reviews as well as corpus and software reviews. The language of the journal is English, but contributions are also invited on studies of languages other than English. IJCL occasionally publishes special issues (for details please contact the editor). All contributions are peer-reviewed.

This journal is peer reviewed and indexed in: Linguistics Abstracts, Periodicals Index On-line, Annual Bibliography of English Language and Literature (ABELL), CSA Linguistics and Language Behaviour Abstracts (LLBA), MLA International Bibliography, MLA Directory of Periodicals, ISOC-Social Science and Humanities Index (CINDOC-CSIC), Spanish Index of Social Science and Humanities Journals-RESH (CINDOC-CSIC), LATINDEX (Directory and Selected Catalogue), European Reference Index for the Humanities (ERIH), Social Sciences Citation Index, Arts and Humanities Citation Index, Journal Citation Reports/Social Sciences Edition, Social Scisearch, RESH (Revistas españolas de Ciencias Sociales y Humanas, CINDOC-CSIC), and Scopus.

Link to journal here
Link in Dialnet

Book chapters


Table of contents:

Link to announcement:

It is now an acknowledged fact in the world of linguistics that the concept of evaluation is crucial, and that there is very little – if any – discourse that cannot be analyzed through the prism of its evaluative content. This book presents some of the latest developments in the study of this phenomenon. Released more than a decade later than Hunston and Thompson’s (2000) Evaluation in Text, Evaluation in Context is designed as its sequel, in an attempt to continue, update and extend the different avenues of research opened by the earlier work. Both theoretical and empirical studies on the topic are presented, with the intention of scrutinizing as many of its dimensions as possible, by not only looking at evaluative texts, but also considering the aspects of the discursive context that affect the final evaluative meaning at both the production and reception stages of the evaluative act. The editors’ main objective has been to gather contributions which investigate the manifold faces and phases of evaluation by presenting a wide variety of perspectives that include different linguistic theories (e.g. Axiological Semantics, Functionalism or Politeness Theory), different levels of linguistic description (e.g. phonological, lexical or semantic), and different text types and contexts (e.g. the evaluation found in ironic discourse, the multimodality of media discourse or the world of politics, just to name a few). The volume can be of use not only for scholars who study the evaluative function of language, but also for students who wish to pursue research in the area.

Link to series

and to  the chapter here


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Book reviews

Publications before 2011 (More data to be added)

Read in google books here:

2nd Publication

Check SJR index here


See this MOOC and my contribution to it here

 TV program on FUNDETT project  here

Details of articles and chapters:

Santamaría-García, C. (2017) "Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education". Corpus Pragmatics 1(3): pp.233-255.

ISSN 2509-9507

ISSN e- 2509-9515 


In this article, I will explore some of the emotional and educational consequences of (im)politeness and rapport management in teacher-student interaction (T-S interaction, henceforth) at higher education, with reference to their influence in motivation and learning. Politeness theory (Brown and Levinson 1978, 1987) will be extended to include a discursive approach to the management of interpersonal relations (Spencer-Oatey 2008), and further developments towards the expression of impoliteness. (Im)politeness and rapport management will be analysed in combination with self-determination (Deci and Ryan 1985) and appraisal theories (Martin and White 2000, 2005, Hunston and Thompson 2000, Thompson and Alba-Juez 2014) in order to examine the role of motivation and negative evaluative meanings in the construction of impoliteness in interaction. Data have been extracted from a corpus that is being compiled by the author. It contains classroom interaction, email exchanges and higher education students’ reports on their perception of (im)politeness and rapport in their academic lives. The data have been processed and analysed combining Corpus Linguistics (CL), Conversation Analysis (CA) and systemic functional Discourse Analysis (DA). Results show that the discourse of teaching typically contains many rapport sensitive discourse acts and that their face-aggravating potential increases when conveying negative evaluative language and when students present a challenging orientation to rapport due to different reasons, being lack of intrinsic motivation an important one. Other aspects which can result in face aggravation such as different expectations regarding sociality rights and obligations will be discussed. As T-S interaction has effects not only on the relations created among teachers and students but also on the teaching-learning process, it seems essential that the involved parties become aware of the impact of rapport management and of the fact that learning is facilitated by good interpersonal rapport but can be seriously undermined by its absence.


Pragmatics (Im)politeness theory Appraisal theory Evaluative language Rapport management Classroom management Motivation 

Santamaría-García, Carmen (2011). "Bricolage assembling: CL, CA and DA to explore the negotiation of agreement in English and Spanish conversation". Farr, Fiona and Anne O'Keeffe (eds.) Applying Corpus Linguistics. Special issue of International Journal of Corpus Linguistics. 16: 3. 345-370. Amsterdam: Benjamins.

ISSN (Online) 1569-9811 ISSN (Print)1384-6655

DOI: 10.1075/ijcl.19.3

DOI with link: 10.1075/ijcl.16.3.04san

Buy at:

Impact factor: Q1, SJR 0.530

Link to abstract

This article illustrates the use of spoken corpora for a contrastive study of casual conversation in English and Spanish. It models an eclectic methodology for cross-linguistic comparison at the level of discourse, specifically of exchange structures, by drawing upon analytic resources from corpus linguistics (CL), conversation analysis (CA) and discourse analysis (DA). This combination of perspectives presents challenges and limitations which will be discussed and exemplified through a case study that explores agreement and disagreement sequences. English data have been retrieved from the Santa Barbara Corpus of Spoken American English (SBCSAE; cf. Du Bois et al. 2000, 2003) and Spanish data from Corpus Oral de Referencia del Español Contemporáneo (CORLEC). The case study reveals the need for spoken corpora to include complete conversations, discourse annotation, sound files and detailed contextual information. This means a step forward from corpora of spoken language to discourse corpora and a challenge for CL, CA and DA in the near future.

Keywords: conversation analysis, corpus annotation, discourse analysis, spoken corpora

Articles quoting this paper

Farr, F. and O’Keeffe, A. (2011). “Introduction”. International Journal of Corpus Linguistics, 16(3), 299-304.

Walsh, Morton and O’ Keeffe (2011). Analysing university spoken interaction: A CL/CA approach. International Journal of Corpus Linguistics, 16(3), 325-344.

Landone, E. (2012). Discourse markers and politeness in a digital forum in Spanish. Journal of pragmatics, 44(13), 1799-1820.

Haugh, M. (2014). Jocular Mockery as Interactional Practice in Everyday Anglo-Australian Conversation. Australian Journal of Linguistics, 34(1), 76-99.

Glaser, K. (2014). The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL. TESL Canada Journal, 30(7), 150.

Partington, A. (2014) “Mind the gaps. The role of corpus linguistics in researching absences” International Journal of Corpus Linguistics 19:1. 118–146.

Johnson, M. (2016) Reading between the lines: exploring methods for analysing professional examiner feedback discourse. International Journal of Research & Method in Education, p1. doi:10.1080/1743727X.2016.1166484

Links to articles quoting this paper

Farr & OKeeffe:

Walsh & O'Keefe:

Johnson, M. (2016) . doi:10.1080/1743727X.2016.1166484

Doctoral dissertations quoting this article:
HANAN HASAN EID WAER: WHY THAT LANGUAGE, IN THAT CONTEXT, RIGHT NOW?: THE USE OF THE L1 IN L2 CLASSROOM INTERACTION IN AN EGYPTIAN SETTING. Thesis submitted for the degree of Doctor of Philosophy Integrated PhD in Education and Applied Linguistics. Newcastle University
School of Education, Communication, and Language Sciences

Conference proceedings 
quoting this article:

Best Practices for Speech Corpora in Linguistic Research. Workshop Programme. Univ. of Hamburg. 21 May 2012.
Paper: Constructing General and Dialectal Corpora for Language Variation Research: Two Case Studies from Turkish. Su..kriye Ruhi, E. Eda Isik Tas. Middle East Technical University, Middle East Technical University, Northern Cyprus Campus.Turkey

Specialised bibliographies:

Santamaría García, Carmen (2013) "The Discourse of Social Networking Sites  in Student Communication with Peers”. Resla. Special issue Communications and Learning Context in LSP: New Perspectives on Genre AnalysisS. Molina & A. Roldán (eds.) Amsterdam: Benjamins. 123-142.

ISSN 0213-2028 | E-ISSN 2254-6774
Group A in CIRC classification
Q3, 0,103

Link to article (full text

Maíz Arévalo, Carmen and Carmen Santamaría García  (2013) “Hibridismo entre el lenguaje oral y el escrito: La comunicación a través del ordenador y las nuevas redes sociales” Cuadernos Hispanoamericanos nº 761. Madrid. 69-85.

ISSN 0011-250X

Group A in CIRC classification

En este artículo presentamos diversos aspectos de interés relacionados con la comunicación a través del ordenador, centrándonos en las características específicas de la comunicación en las redes sociales y más concretamente en Facebook (FB). La oralización del texto escrito, es decir, texto que reproduce rasgos característicos de la conversación y que incluso a veces se lee reconstruyendo mental o verbalmente dichos rasgos, ha dado lugar a un nuevo género textual, híbrido entre el lenguaje oral y escrito. En las próximas páginas mostraremos algunas de las características más sobresalientes que definen este género e ilustraremos su producción con ejemplos de nuestras investigaciones que revelan algunos aspectos novedosos de la comunicación a través del ordenador en las redes sociales. La observación de la elevada frecuencia con la que se utiliza el lenguaje con una función evaluativa (Santamaría-García 2013 y en prensa, Maíz-Arévalo y García-Gómez, 2013), en muchos casos para la expresión de elogios y cumplidos (Maíz-Arévalo, 2013), ha motivado la elección del estudio de esta función en nuestros trabajos. También resulta de especial interés comprobar la importancia de la evaluación en la construcción de la imagen pública de los usuarios y en la relación social que se establecerá entre ellos (Santamaría-García 2013 y en prensa).

Santamaría-García, Carmen (2016) “Connected Parents: Combining Online and Off-Line Parenthood in Vlogs and Blogs”. In Romero-Trillo (Ed.) Yearbook of Corpus Linguistics and Pragmatics 2016. Global Implications for Society and Education in the Networked Age. Volume Number: 4. Dordrecht: Springer. pp. 27-50.

ISBN: 978-3-319-41732-5

Chapter DOI 10.1007/978-3-319-41733-2_3

This article explores evaluative discourse in a corpus sample of parents’ vlogs (video blogs) and blogs (henceforth v/ blogs) dealing with family tasks and responsibilities, as a reflection of underlying values concerning parenthood. It pays special attention to the important role played by the expression of attitude, understood as “ways of feeling” and including the meanings of affect, judgement and appreciation, together with positive politeness in the social practices of the discursive construction of online and off-line parenthood. Analysis and description of the data show two main patterns in parents’ practices, either aiming at perfection through juggling and multi-tasking or building resistance to the demands of families and society. Results show that parents frequently exploit the system of affect for building positive face and rapport, while indirectly expressing judgement of social esteem and social sanction, which construct their identities as mothers and fathers and those of the members of their communities of practice. The corpus for the study consists of a random sample of 400 evaluative units in posts and comments on v/ blogs dealing with family tasks and responsibilities (200 in English and 200 in Spanish, with half the sample being drawn from fathers’ and the other half from mothers’ v/ blogs). I will approach the analysis of the data from appraisal (Martin and White 2005, Bednarek 2008) and politeness theory (Brown and Levinson 1987) in order to explore the features of evaluative discourse and the management of face. The methodology for processing the data borrows quantitative techniques from Corpus Linguistics, including the coding and statistical treatment of the sample with UAM Corpus Tools (O’Donnell 2011), together with Pragmatics and Discourse Analysis (DA), as done in some previous research (Santamaría-García 2011, 2014).

Santamaría García, Carmen (2016) “Emotions and Classroom Management”. In M. F. Litzler, J. García Laborda and C. Tejedor Martínez (Eds.) Beyond the universe of Languages for Specific Purposes. Alcalá: University of Alcalá. 27-33

Santamaría-García, Carmen (2014) "Evaluative discourse and politeness in university students' communication through social networking sites". In Geoff Thompson, & Laura Alba-Juez (eds.) Evaluation in ContextAmsterdam: John Benjamins. 387-411.

ISBN 9789027256478

ISBN (e-book) 9789027270726

DOI: 10.1075/pbns.242.19san


This article explores evaluative discourse on social networking sites (henceforth SNSs), paying special attention to the important role played by the expression of attitude and positive politeness in the management of interpersonal rapport. The specific contextual features of SNSs seem to trigger the production of attitudinal meanings of affect, judgement and appreciation, which are exploited for the relational work involved in the construction and maintenance of positive face. The corpus for the study consists of a random sample of 100 messages with 248 evaluative utterances exchanged among university students in the United Kingdom and the United States on a particular site, i.e., Facebook, during the two-year period 2010-2012. Analysis of evaluative discourse is approached from the theories of appraisal (Martin and White 2005, Bednarek 2008) and politeness (Brown and Levinson 1987). The methodology for processing the data borrows quantitative techniques from Corpus Linguistics (CL), involving the coding and statistical treatment of the sample with UAM Corpus Tool (O’Donnell 2011).

Key words: internet-mediated interaction, politeness, appraisal, evaluation.

Articles quoting this paper
Graham, S. L. & Hardaker, C.  (2017) "(Im)politeness in Digital CommunicationIn".  In Culpeper, J.n &  Haugh, M. & D. Z. Kadar (Eds.)  The Palgrave Handbook of Linguistic (Im)politenessPp 785-814. London: Macmillan.
Kaplan, N. (2016) "La Lectura Social en España: Una perspectiva Sociopragmática."  Revista Álabe, 13.
Pöldvere, N. Fuoli, M. & C. Paradis (2016) "A Study of dialogic expansion and contraction in spoken discourse using corpus and experimental techniques". Corpora 11:2, 191-225.
Rueda, A. M. (2015) "Los estudios sobre descortesía y actividades de imagen en las redes sociales: notas para un estado de la cuestión". Textos en proceso 15:1(1) 50-70.
Fuoli, M. (2015) "A step-wise methodology for annotating APPRAISAL".  42nd International Systemic Functional Congress - Aachen, Germany
Fuoli, M. and C. Hommerberg (2015) "Optimising transparency, reliability and replicability: annotation principles and inter-coder agreement in the quantification of evaluative expressions". Corpora  10(3) 315-349

Links to articles quoting this paper

Santamaría-García, Carmen (2014) “The construction of adolescents’ peer identity through hyperbole on social networking sites”. A. Sánchez Macarro and A. B. Cabrejas Peñuelas, (eds.) New Insights into Gendered Discursive Practices: Language, Gender and Identity Construction. 159- 174. Valencia: Universidad de Valencia.

ISBN 978-84-370-9267-6

Santamaría-García, Carmen (2013) “A compelling need to evaluate: social networks as tools for the expression of affect, judgement and appreciation”. En I. Kecskes and J. Romero-Trillo (eds.). Research Trends in Intercultural Pragmatics. Berlin: Mouton de Gruyter. 459-478.

ISBN 978-1-61451-511-1

ISBN (Online): 9781614513735
DOI (Chapter): 10.1515/9781614513735.459
DOI (Book): 10.1515/9781614513735

También disponible en e-book con ISBN 978-1-61451-373-5


This chapter explores discourse on social networking sites (henceforth SNSs) and the important role played by the expression of evaluation in this genre. I will approach analysis of the data from Systemic Functional Linguistics (SFL), (Halliday, 2004 [1994, 1985]), applying appraisal theory to the study of evaluation (Hunston and Thompson 2000, Martin 2000, Martin and White 2005). Evaluation will be used here as "the broad cover term for the expression of the speaker or writer's attitude or stance towards, viewpoint on, or feelings about the entities or propositions that he or she is talking about" (Thompson and Hunston 2000: 5). The concept of face (Brown and Levinson 2006 [1987/1978], Goffman 1967 [1955], 1969) will be invoked in an attempt to contribute to a better understanding of relational work on SNSs. Description will be limited to the personal use of Facebook (FB) among friends in an attempt to identify the features of the site that seem responsible for the frequent expression of evaluation. The corpus for the study consists of a random sample of 400 messages exchanged by friends in the United Kingdom and the United States. The methodology for their analysis borrows techniques from Corpus Linguistics (CL) concerning the mark-up of data with categories that enable their automatic retrieval (as illustrated in Santamaría-García 2005, 2011). The results of this study show that SNSs seem to stimulate the expression of evaluation, thus contributing to relational work through the negotiation of individuals’ faces. I illustrate how evaluation is used for relational work with the analysis of several extracts from the corpus.

Articles quoting this paper
Rueda, A. M. (2015) "Los estudios sobre descortesía y actividades de imagen en las redes sociales: notas para un estado de la cuestión". Textos en proceso 15:1(1) 50-70.

Links to articles quoting this paper

Perez Samaniego, Victor and Santamaría García, Carmen (2013) “Education for gender equity in Spain: A sociocultural and historical analysis”. In O. Holz and F. Shelton (Eds.) Education and Gender: Gender specific education in different countries. Historical aspects. 75-84. Current Trends. Münster/ New York/ München/ Berlin:  Waxmann

ISBN 13: 9783830928683 ISBN 10: 3830928688

Pérez Samaniego, Víctor und Santamaría García, Carmen (2013) “Erziehung zur Gleichberechtigung in Spanien: Eine soziokulturelle und historische Analyse”.
Holz, O. und F. Shelton. (eds.) Education and Gender: Gendergerechte Bildung und Erziehung in ausgewählten Ländern. Historische Aspekte-aktuelle Trends.
/ New York/ München/ Berlin: Waxmann.

Book quoted by:
O'Grady, Anne and Vanessa Cottle (Eds.) (2015). Exploring Education at Postgraduate Level: Policy, theory and practice. London: Routledge.

Santamaría García, Carmen (2014) "Evaluative, Self-Discursive Construction of Gender Limitations by Women". M. Jarecka-Zyluk and O. Holz (eds.) Gender and Education from Different Angles. .Zürich, Berlin: Lit Verlag. 223-235. ISBN 978-3-643-90519-2

Santamaría-García, Carmen (2011). "Review on Pütz, Martin and JoAnne Neff-van Aertselaer. 2008. Developing Contrastive Pragmatics: Interlanguage and Cross-Cultural Perspectives (Studies on Language Acquisition). Berlin: Mouton de Gruyter. Journal of Intercultural Pragmatics 8 (1) 147-171. Berlin, New York: Mouton de Gruyter.

ISSN (Online) 1613-365X, ISSN (Print) 1612-295X,

DOI: 10.1515/IPRG.2011.006, /March/2011.

Date for online publication: 24/02/2011.

Impact factor: Q1, SJR 0.715

Santamaría-García, Carmen (2016) “Gil-Salom, L., & Soler-Monreal, C. (Eds.). (2014). Dialogicity in written specialised genres”. RESLA, Revista Española de Lingüística Aplicada.  Amsterdam: John Benjamins. 647–654.

ISSN 0213-2028 | E-ISSN 2254-6774

DOI 10.1075/resla.27.1.05

Found in:

Marcos Marín,  F.,  A. Ballester  and C. Santamaría (1993) "Transcription Conventions Used for the Corpus of Spoken Contemporary Spanish". Literary and Linguistic Computing. Vol: 8:4 : 283-292.  Oxford: Oxford University Press.

ISSN: 0268-1145
Impact factor: 0.717

Santamaría García, Carmen (2000) "How to Benefit from Concordancing within Task Based Learning"  ELT: A Space Odyssey. T. Harris e I. Sanz Sainz (eds.).  223-237.  Granada: GRETA  

ISBN 84-931056-1-9

Santamaría García, Carmen (2000) "Teasing and Shaming Routines in Adult-Children Interaction" Navarro, P. et al. (eds.) Transcultural Communication: Pragmalinguistic Aspects. 235-242. Zaragoza: Anubar Ediciones. ISBN 84-7013-271-7

Santamaría García, Carmen (2002) “Politeness Strategies in the Negotiation of Agreement in English Conversation”. Grmelová, A. and M. Farrell (eds.) Prague Conference on Linguistics and Literary Studies. 76-84. 
ISBN 80-7290-104-4.

Santamaría García, Carmen (2004) “Negotiating Agreement in Casual Conversation”  Estudios de Lingüística Aplicada a la Comunicación. Carretero et al. (eds.)  163-174. Madrid: Universidad Complutense. ISBN 84-608-0186-1

Manuel Megías and Carmen Santamaría. (2004)  “Sociolinguistic and Pragmatic Competences”. TEFL in Primary Education. D. Madrid & N. McLaren (eds.) 
 315-341.Granada: Universidad de Granada. ISBN: 84-338-3202-6

Santamaría García, Carmen (2005) La Negociación de Acuerdo en la Conversación Coloquial. Estudio Contrastivo Español-Inglés. CDROM. Madrid: Universidad Complutense de Madrid. ISBN 84-669-2692-5
Downloadable at:

(accessed 786 times 2008-2014)

Santamaría García, Carmen (2006) "Preference Structure in Agreeing and Disagreeing Responses". Corpus Linguistics. Hornero, A. M., M. J. Luzón & S. Murillo (eds.) Vol.: 25. Linguistic Insights. Studies in Language and Communication. 113-123. Berna: Peter Lang. ISBN 3-03910-675-9

Santamaría García, Carmen (2005)  “European Identity in Talk. The case of a Group of Spanish University students”  Das Fremde und das Eigene. Renate Seebauer (ed.) Interkulturelle Pädagogik 3. 99-106  
Viena: Lit Verlag. ISBN 3-8258-8524-0

Santamaría García, Carmen (2006) “Strategies in the Negotiation of Agreement in English Conversation”. Mosaik Europa. Diskussionsbeiträge zur ethnischen und sprachlichen Vielfalt. Renate Seebauer (ed.) Interkulturelle Pädagogik 5. 137-145. Vienna: Lit Verlag. ISBN 3-8258-9709-5 (Germany) ISBN 3-7000-0524-5 (Austria).

Santamaría García, Carmen (2006) “A Corpus-based Study of Agreement Negotiation in Casual Conversation in English and Spanish”. In M. Carretero (et al.) (Eds.) A Pleasure of Life in Words. A Festschrift for Angela Downing.773- 794. Madrid: Universidad Complutense. ISBN: 84-611-3485-0

Santamaría García, Carmen (2009) "Face in the negotiation of agreement in English conversation". In Amengual, Marian, Maria Juan and Joana Salazar (eds.) New perspectives on English Studies. 416-424. Palma (Islas Baleares) Universidad de las Islas Baleares.

Perez Samaniego, Victor and Santamaría García, Carmen  (2008) Education, Curriculum and Masculinity in Spain”. In O. Holz (Ed.) Pedagogic approaches to learning and teaching with boys- A European Perspective. (87- 97). Münster/ New York/ München/ Berlin:  Waxmann

ISBN: 978-3-8309-1891-2

German version: 

 (2008) “Erziehung, Lehrplan und Maskulinität in Spanien”. In O. Holz (Ed.) Jungendpädagogik und Jungen-arbeit in Europa. (95-106). Münster/ New York/ München/ Berlin:  Waxmann

ISBN 978-3-8309-1942-1

Iborra-Cuéllar, Alejandro; Santamaría-García, Carmen (2009) ”Konfliktgespräche.” Unterrichtsmaterialien zur Bewältigung jungenspezifischer Herausforderungen in der Grundschule. In Holz, Oliver; Drägestein, Bernd (eds.) 154-160. Bruselas: Königlichen Bibliothek. 

ISBN 9789081430708

Santamaría-García, Carmen (2009) ”Urlaubentscheidungen –Geschlechteridentität in der Interaktion” Unterrichtsmaterialien zur Bewältigung jungenspezifischer Herausforderungen in der Grundschule. In Holz, Oliver; Drägestein, Bernd (eds.) 139-145. Bruselas: Königlichen Bibliothek. 
ISBN 9789081430708

Pérez Samaniego, Víctor; Santamaría-García, Carmen (2009) ”Gesundheit – Was ist Gensundheit? Gesundheitskonzepte für Kinder ” Unterrichtsmaterialien zur Bewältigung jungenspezifischer Herausforderungen in der Grundschule. In Holz, Oliver; Drägestein, Bernd (eds.) 50-59. Bruselas: Königlichen Bibliothek. ISBN 9789081430708