Calvet-Terré, Júlia & Llurda,  Enric (2026). From cognition to affect: a longitudinal study of pre-service teachers’ evolving attitudes in response to a course on English as a global language. Language Awareness. DOI: 10.1080/09658416.2026.2657325

Diert-Boté, Irati; González Ruiz, Javier & Pineda, Inmaculada  (2026). Identity at the crossroads: ELF-compatible, ambivalent and normative perspectives among English teacher educators. Asian-Pacific Journal of Second and Foreign Language Education. DOI: 10.1186/s40862-026-00400-0

Llurda, Enric  (2026). The impact of English on local languages: The case of Catalan universities. World Englishes. DOI: 10.1111/weng.70013

Martin-Rubió, Xavier; Lacasa-Cervelló, Laia & Diert-Boté, Irati (2025). Pre-service EFL teachers’ ideologies and self-concepts: Juggling between intelligibility and nativeness discourses. International Journal of English Studies. DOI: 10.6018/ijes.650251

Sabaté-Dalmau, Maria; Pineda Hernández, Inmaculada; Diert-Boté, Irati & Irun Montse (2026). Translanguaging identities, ideologies, and pedagogy among ELT trainees in Spain. ELT Journal. DOI: 10.1093/elt/ccag043

Chapters in Edited Volumes

Llurda, Enric  (2026). Bringing down the wall of native‑speakerism in English language teaching. In Enric Llurda (Ed.) Dismantling the Native Speaker Construct in English Language Teaching.