Under review

Relaño Pastor, A. M., & Fernández Barrera, A. “Resignifying English in Castilla-La Mancha Bilingual Schools: Eliteness and the Native Self”. In Special Issue: Elite multilingualism – discourses, practices, and debate, edited by Barakos, Elisabeth and Charlotte Selleck, Journal of Multilingual and Multicultural Development.

Poveda David, Giampapa Frances & Ana María Relaño Pastor . “Gatekeeping the interactional order: Field access and linguistic ideologies in CLIL-type bilingual education programs in Spanish secondary schools.” Qualitative Research. Sage Publications.


Relaño Pastor, Ana María. Understanding bilingualism in Castilla-La Mancha: Emotional and moral stancetaking in parental narratives. RESLA (Spanish Journal of Applied Linguistics). John Benjamins.

Codó Eva & Relaño Pastor Ana María. Researching Multilingual Education: Ethnographic Perspectives. In Siry, C. & R. Fernández (Eds.) Methodologies for Research on Teaching and Learning. Luxembourg: Sense Publishers (Bold Visions in Education Research Series).


Nieto Moreno de Diezmas, E. (2018). Exploring CLIL contribution towards the acquisition of cross-curricular competences: a comparative study on digital competence development in CLIL.  Revista de Lingüística y Lenguas Aplicadas, 13.

Nieto Moreno de Diezmas, E. (2018). Acquisition of reading comprehension in L1 in bilingual programmes of Primary Education. A comparative study. Ocnos. 17(1), pp. 43-54.

Relaño Pastor, Ana M. (2018). “Bilingual education and neoliberal CLIL practices”. In In J. W. Tollefson & M. Pérez-Milans (Eds.), The Oxford Handbook of Language Policy and Planning (pp. 505-525). Oxford: Oxford University Press.

Relaño Pastor, Ana M. (2018). “Narrative circularity, disputed transformations, and bilingual appropriations at a public school ‘somewhere in La Mancha’”. In Patiño-Santos, A., and Relaño Pastor, Ana M. (Eds). Special Issue: “Storytelling in globalized spaces: a linguistic ethnographic perspective. International Journal of the Sociology of Language, 250, 87-112.

Relaño Pastor, A. M. y Fernández Barrera, A. (2018). Competing Bilingual Schools in La Mancha City: Teachers’ Responses to Neoliberal Language Policy and CLIL Practices. Foro de Educación, 16(25), 283-309. doi: 

Tollefson, James W. & Miguel Pérez-Milans (Eds.) (2018). Oxford Handbook of Language Policy and Planning. Oxford: Oxford University Press.


Fernández Barrera, Alicia (2017). Language Appropriations, Ideologies and Identities in Bilingual Schools in Castilla-La Mancha (Spain). In Sara Young & Emma Brooks (Eds.), Language Ideologies and Teaching in Multilingual Contexts Bellaterra Journal of Teaching & Learning Language & Literature, 10(2), 41-58.

Nieto Moreno de Diezmas, E. (2017). How does CLIL affect the acquisition of reading comprehension in the mother tongue? A comparative study in secondary education. Investigaciones sobre lectura, 8, 7-26.

García Fernández, B., Nieto Moreno de Diezmas, E. y Ruiz-Gallardo, J.R. (2017). Mejorar la motivación en ciencias con enseñanza CLIL. Un estudio de caso. Enseñanza de las ciencias. Nº Extraordinario, pp. 625-630

Pérez-Milans, M. (2017). Reflexivity in Late Modernity. Accounts from Linguistic Ethnographies of Youth.   AILA Review, 29(1), pp. 1-213.

Pérez-Milans, M., Soto, C. (2017). Reflexivity and reflexive language: Networked trajectories of activism among youth in Hong Kong. AILA Review 29(1), pp. 48-82.


Giampapa F. The Politics of Researcher Identities- Opportunities and Challenges in Identities Research, in Preece, S. (ed.) The Routledge Handbook of Language and Identity, London: Routledge.

Nieto Moreno de Diezmas, E. (2016). The impact of CLIL on the Acquisition of the Learning to Learn Competence in Secondary School Education in the bilingual programmes of Castilla-La Mancha, Porta Linguarum, 25, pp.  21-34.

Nieto Moreno de Diezmas, E. (2016).The impact of CLIL on the acquisition of language competences and skills in L2 in primary education”, International Journal of English Studies, 16(2), pp. 81-102.

Pérez-Milans, M. Language and identity in linguistic ethnography. In: Siân Preece (Ed.), The Routledge Handbook of Language and Identity. Applied Linguistics series (Chapter 5). New York & London: Routledge.

Pérez-Milans, M. Bilingual education in Hong Kong. In: Stephen May, Ofelia Garcia & Angel Lin (Eds.), Encyclopedia of Language and Education. Bilingual Education. Springer.


Moreno de Diezmas, E.(2015). La Mejora de la formación del alumnado a través de las TIC y del currículo bimodal, Multiárea. Revista de didáctica, 8, pp. 1-24.

Pérez-Milans, M. (2015). Language education policy in late modernity: (Socio) linguistic ethnographies in the European Union. Language Policy 14 (2), 99-108.​

Pérez-Milans, M. (2015). Mandarin Chinese in London education: Language Aspirations in a Working-Class Secondary School. Language Policy 14 (2), 153-182.

Poveda, D; Jociles, M.I; Alonso, E. y Morgade, M. (2015). Strategies for socialization into a non-conventional family project. ETNIA-E: Cuadernos de Investigación Etnográfica sobre Infancia, Adolescencia y Educación del IMA/FMEE nº 8, 1-15.

Relaño Pastor, Ana M. (2015). The commodification of English in ‘Madrid, comunidad bilingüe’: insights from the CLIL classroom. In Special Issue: Pérez-Milans, Miguel (Ed.) Language Education Policy in Late Modernity: Insights from Situated Approaches. Language Policy, 14(2), 131-152. (DOI 10.1007/s10993-014-9338-7).

Patiño-Santos, Adriana, Pérez-Milans, Miguel y Relaño Pastor, Ana María (2015). ‘We don’t do anything’: Analyzing the construction of legitimate knowledge in multilingual schools. Pedagogies: An International Journal
. Taylor &Francis. DOI: 10.1080/1554480X.2015.1043304. HUM2007-64694/FILO