Francisco Gallardo del Puerto

Associate Professor

Francisco Gallardo-del-Puerto is Associate Professor at the University of Cantabria (Spain). He was a lecturer at the University of the Basque Country (2001-2011), where he received his PhD in 2004 with a thesis on the acquisition of L3 English pronunciation. He has also been a visiting scholar at the University of Zagreb (Croatia) and at the University of Iowa (USA).

His publications span the areas of foreign language acquisition of English phonology and Content and Foreign Language Integrated Learning. He is also interested in other areas such as morphosyntax, vocabulary, strategic competence and the role of individual differences, e.g., age, motivation and gender. He is the Principal Investigator (PI) of a project awarded by the Spanish Ministry of Science and Innovation on the acquisition of L2 English pronunciation by primary school learners (2021-2025). Since 2022, he has been the director of the research group Learning English as an Additional Language (https://leal.unican.es). He is also an external collaborator of the research group Language and Speech (www.laslab.org) at the University of the Basque Country. He currently is one of the five members of the executive board of the Spanish Association for English and American Studies (AEDEAN), where he previously was the Coordinator for the Panel ‘Language Teaching and Acquisition’ (2013-2017).

His current teaching involves undergraduate and postgraduate courses in English Linguistics and Applied Linguistics. He is the director of the Master’s program Second Language Learning and Teaching  of the Faculty of Education, University of Cantabria. He also teaches in the Master’s program Language Acquisition in Multilingual Settings at the University of the Basque Country.

He was the Coordinator for International Relations, Student Affairs and Extension Courses (2013-2015) of the Faculty of Education and the Academic Director for Language Policy of the Vicerrectorate of International Relations and Cooperation (2015-2021) at the University of Cantabria.

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L2 acquisition of English phonology and lexis
Content and Language Integrated Learning (CLIL)
Age factor in L2/L3 acquisition
Task-based language learning

  • Enseñanza y aprendizaje bilingüe en Cantabria: desde la Educación Primaria a la Universitaria / Bilingual teaching and learning in Cantabria: From primary to tertiary education (2017 – 2019).
  • Interaction and written production. The potential of collaborative writing in the learning of English as a foreign language by primary school learners (2016 – 2020).
  • Team teaching in English-Medium instruction programmes at university: Fostering language and content teacher collaboration (2016 – 2020).
  • DIACEX: Dissecting Foreign Accent (2013 – 2016).
  • Oral interaction among young learners of English as a foreign language: the impact of the use of negotiation and corrective feedback strategies during communicative tasks on language learning (2012 – 2015).
  • Language and Speech (2010 – 2015).
  • Research in English Applied Linguistics (2010 – 2012).
  • Grupo de Investigación Consolidado del Sistema Universitario Vasco (2007 – 2009).
  • Grupo de Investigación Research in English Applied Linguistics (2007 – 2007).
  • Desarrollo de la competencia fonética, morfosintáctica, léxica y discursiva en inglés como lengua extranjera: un estudio longitudinal (2006 – 2009).
  • Sustainable development in a diverse world (2005 – 2010).

  • María Martínez Adrián, M. Juncal Gutiérrez Mangado, Francisco Gallardo-del-Puerto. (2019). International Journal of Bilingual Education and Bilingualism. ‘Special issue: L1 use in content-based and CLIL settings’. Routledge, Taylor and Francis Group.
  • M. Juncal Gutiérrez Mangado, María Martínez Adrián, Francisco Gallardo-del-Puerto. (2019). Cross-linguistic influence: From empirical evidence to classroom practice. Springer.
  • Yolanda Ruiz de Zarobe, Francisco Gallardo-del-Puerto, Juan Manuel Sierra. (2011). Content and Foreign Language Integrated Learning: Contributions to Multilingualism in European Contexts (Spanish Association of Applied Linguistics Award, 2013). Peter Lang.
  • Francisco Gallardo-del-Puerto. (2005). La Adquisición de la Pronunciación del Inglés como Tercera Lengua. Universidad del País Vasco.

  • Esther Gómez Lacabex, Francisco Gallardo-del-Puerto. (2021) Pronunciation in EMI: A preliminary study of Spanish university students’ intelligibility and comprehensibility. Ed.: David Lasagabaster & Aintzane Doiz. Pub.: Routledge. Pags: 126-144. 

  • Maria Juncal Gutierrez Mangado, María Martínez Adrián, Francisco Gallardo-del-Puerto. (2019) Introduction. Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice. Ed.: M. Juncal Gutierrez-Mangado, María Martínez-Adrián & Francisco Gallardo-del-Puerto. Pub.: Springer. Pags: 17-18. 

  • Francisco Gallardo-del-Puerto, María Martínez Adrián. (2014) The Incidence of Previous Foreign Language Contact in a Lexical Availability Task. A Study of Senior Learners. Ed.: R. M. Jiménez Catalán. Pub.: Springer. Pags: 53-68. 

  • Francisco Gallardo-del-Puerto, Kenneth Friedman. (2013) On the pronunciation of L2 English word-final consonant clusters in monomorphemic vs. inflected words. Ed.: Rosario Arias, Miriam López Rodríguez, Antoni Moreno Ortiz & Chantal Pérez Hernández. Pub.: Universidad de Málaga. Pags: 226-231. 

  • Yolanda Ruiz de Zarobe, Francisco Gallardo-del-Puerto. (2011) Content and Foreign Language Integrated Learning: a Plurilingual Perspective. Ed.: Ruiz de Zarobe, Y; Sierra, J.M.; Gallardo, F.. Pub.: Peter Lang. Pags: 1-343. 

  • Francisco Gallardo-del-Puerto, Yolanda Ruiz de Zarobe. (2011) Good practices and future actions in CLIL: learning and pedagogy. Ed.: Ruiz de Zarobe, Y.; Sierra, J.M.; Gallardo, F.. Pub.: Peter Lang. Pags: 317-338. 

  • Francisco Gallardo-del-Puerto, Esther Gómez Lacabex, Mª Luisa García Lecumberri. (2009) Testing the effectiveness of content and language integrated learning in foreign language contexts: assessment of English pronunciation. Ed.: Ruiz de Zarobe, Y. and Jiménez Catalán R. Pub.: Multilingual Matters. Pags: 63-80.

  • Francisco Gallardo-del-Puerto. (2008) El papel de la distancia fonética interlingüística en la percepción de consonantes del inglés como lengua extranjera. Ed.: Rafael Monroy & Aquilino Sánchez. Pub.: Universidad de Murcia.

  • Francisco Gallardo-del-Puerto, Eider Gamboa. (2008) Online language courses and interaction: Students’ and teachers ’views. Ed.: Birna Arnbjörnsdóttir & Matthew Whelpton. Pub.: University of Iceland Press. Pags: 105-134.

  • Francisco Gallardo-del-Puerto. (2007) On the effectiveness of early foreign language instruction in school contexts. Ed.: Daniela Elsner, Lutz Küster & Britta Viebrock. Pub.: Peter Lang. Pags: 215-229.

  • Francisco Gallardo-del-Puerto. (2007) La distancia fonética interlingüística y su efecto sobre la percepción vocálica de la lengua meta. Ed.: UNED. Pub.: Universidad Nacional de Educación a Distancia. Pags: 273-279. 

  • Francisco Gallardo-del-Puerto, Esther Gómez Lacabex, Mª Luisa García Lecumberri. (2007) The assessment of foreign accent by native and non-native judges. Ed.: John Maidment. Pub.: London University College.

  • Francisco Gallardo-del-Puerto. (2007) La introducción temprana de la lengua extranjera y sus efectos sobre la competencia lingüística. Ed.: Rosa María Alonso Diaz, Beatriz Coca Méndez y Carlos Morrión Mójica. Pub.: Universidad de Valladolid. Pags: 102-111.

  • Francisco Gallardo-del-Puerto. (2007) El nivel de bilingüismo y la discriminación perceptiva de vocales inglesas. Ed.: Manuel González González, Elisa Fernández Rei, Begoña González Rei. Pub.: Xunta de Galicia. Pags: 331-337.

  • Francisco Gallardo-del-Puerto, Eider Gamboa. (2007) COVCELL, aplicación y evaluación de una nueva herramienta de enseñanza/aprendizaje de segundas lenguas. Ed.: .: Felipa Etxebarria, Lander Sarasola, Jose Francisco Likas, Juan Etxeberria Aitor Martxueta. Pub.: Erein. Pags: 1072-1076.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri, Jasone Cenoz. (2006) Age and native language influence on the perception of English vowels. Ed.: . B.O. Baptista & M. A. Watkins. Pub.: John Benjamins. Pags: 57-69.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri. (2006) Age effects on single phoneme perception for learners of English as a foreign language. Ed.: Christián Abelló-Contesse, Rubén Chacón-Beltrán, M.Dolores López Giménez & M. Mar Torreblanca-López. Pub.: Peter Lang. Pags: 115-131.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri. (2006) Ingelezko bokalen pertzepzioa eta ekoizpena atzerriko hizkuntza gisa: jatorrizko kategoria fonetikoen eta hasteko adinaren eragina. Ed.: Jasone Cenoz & David Lasagabaster. Pub.: Universidad del País Vasco. Pags: 159-175.

  • Francisco Gallardo-del-Puerto. (2006) The comparative skills of more and less balanced bilinguals in discriminating L3 consonant sounds. Ed.: Cristina Mourón Figueroa y Teresa Iciar Moralejo Gárate. Pub.: Universidad de Santiago de Compostela. Pags: 327-334.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri, Jasone Cenoz. (2005) Degree of foreign accent and age of onset in formal school instruction. Ed.: John Maidment. Pub.: London University College.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri. (2004) La discriminación auditiva de vocales y diptongos ingleses (L3) en escolares de distintas edades. Ed.: Elsa González-Álvarez & Andrew Rollings. Pub.: Universidad de Santiago de Compostela. Pags: 163-169.

  • Mª Luisa García Lecumberri, Francisco Gallardo-del-Puerto. (2003) English FL sounds in school learners of different ages. Ed.: M. P. García Mayo & M. L. García Lecumberri. Pub.: Multilingual Matters. Pags: 115-135.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri, Jasone Cenoz. (2002) La Influencia del Factor Edad en la Percepción de Vocales y Diptongos Ingleses. Ed.: Jesús Diaz García. Pub.: Universidad de Sevilla. Pags: 204-208.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri, Jasone Cenoz. (2002) L3 English vowel and consonant discrimination in learners with different ages of first exposure. Ed.: Luis Iglesias Rábade & Susana Mª Doval Suárez. Pub.: Universidad de Santiago de Compostela. Pags: 419-426.

  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri, Jasone Cenoz. (2001) English simple vowel discrimination in learners with different ages of first exposure to EFL. Ed.: Angel Mateos-Aparicio & Silvia Molina Plaza. Pub.: Universidad de Castilla-La Mancha.

  • Francisco Gallardo-del-Puerto, María Martínez Adrián. (in press) Task modality effects on young learners’ language related episodes in collaborative dialogue. Revista Española de Lingüística Aplicada (RESLA).
  • María Martínez Adrián, Francisco Gallardo-del-Puerto. (in press) Task modality and language related episodes in young learners: An attempt to manage accuracy and editing. Language Teaching Research.
  • María Basterrechea, Francisco Gallardo-del-Puerto. (2023) Collaborative writing and patterns of interaction in young learners: the interplay between pair dynamics and pairing method in LRE production. VIAL Vigo International Journal of Applied Linguistics. 20:49-76. 
  • Francisco Gallardo-del-Puerto, María Basterrechea. (2021) The role of proficiency and pair formation method in language-related episodes: A study of young CLIL learners’ interaction. Language Teaching Research. 1-19. 
  • María Martínez Adrián, Maria Juncal Gutierrez Mangado, Francisco Gallardo-del-Puerto, María Basterrechea. (2021) Language-related episodes by young CLIL learners: A review of task modality effects. Language Teaching for Young Learners. 3(2):213-245. 
  • Francisco Gallardo-del-Puerto, Zeltia Blanco-Suárez. (2021) Foreign Language Motivation in Primary Education students: The effects of additional CLIL and gender. Journal of Immersion and Content-based Language Education. 9(1):58-84.
  • Yolanda Fernández-Pena, Francisco Gallardo-del-Puerto. (2021) Agreement morphology agreement errors and null subjects in young (non-)CLIL learners. Vigo International Applied Linguistics. 18:59-96.
  • Francisco Gallardo-del-Puerto, María Basterrechea, María Martínez Adrián. (2020) Target language proficiency and reported use of compensatory strategies by young CLIL learners. International Journal of Applied Linguistics. 30:3-18. 
  • Izaskun Villarreal, Esther Gómez Lacabex, Francisco Gallardo-del-Puerto, María Martínez Adrián, Maria Juncal Gutierrez Mangado. (2020) Hot Potatoes Activities to Improve Grammatical Accuracy Across Different Proficiency Courses. Journal of English Studies. 18:253-277. 
  • Esther Gómez Lacabex, Francisco Gallardo-del-Puerto. (2020) Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL. International Review of Applied Linguistics in Language Teaching. 58(4):419-444.
  • María Basterrechea, Francisco Gallardo-del-Puerto. (2020) Language-related episodes and pair dynamics in primary school CLIL learners: A comparison between proficiency-matched and student-selected pairs. Studies in Second Language Learning and Teaching. 10(3):423-447.
  • Zeltia Blanco-Suárez, Francisco Gallardo-del-Puerto, Evelyn Gandón-Chapela. (2020) The Primary Education Learners’ English Corpus (PELEC): Design and compilation. Research in Corpus Linguistics. 8:147-163.
  • María Martínez Adrián, Francisco Gallardo-del-Puerto, María Basterrechea. (2019) On self-reported use of communication strategies by CLIL learners in primary education. Language Teaching Research. 23(1):39-57. 
  • María Martínez Adrián, M. Juncal Gutiérrez-Mangado, Francisco Gallardo-del-Puerto. (2019) Introduction to special issue ‘L1 use in content-based and CLIL settings’. International Journal of Bilingual Education and Bilingualism. 22(1):1-4. 
  • Evelyn Gandón-Chapela, Francisco Gallardo-del-Puerto. (2019) Verb phrase ellipsis and reflexive anaphora resolution in second language acquisition: a study of Spanish learners of English. Miscelánea: A journal of English and American Studies. 59:71-94. 
  • Francisco Gallardo-del-Puerto, Esther Gómez Lacabex. (2017) Oral production outcomes in CLIL: an attempt to manage amount of exposure. European Journal of Applied Linguistics. 5(1):31-54.
  • María Martínez Adrián, Francisco Gallardo-del-Puerto. (2017) The effects of language typology on L2 lexical availability and spelling accuracy. International Journal of English Studies. 17(2):63-79.
  • María Basterrechea, María Martínez Adrián, Francisco Gallardo-del-Puerto. (2017) Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context. ELIA: Estudios de Lingüística Inglesa Aplicada. 17:47-70.
  • Francisco Gallardo-del-Puerto, María Martínez Adrián. (2015) The use of oral presentations in ‘English-medium instruction’ and ‘English as a foreign language’ contexts at university. Pulso. Revista de Educación.
  • Francisco Gallardo-del-Puerto, Mª Luisa García Lecumberri, Esther Gómez Lacabex. (2015) The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non-native judges. International Journal of Applied Linguistics. 25:202-224. 
  • Esther Gómez Lacabex, Francisco Gallardo-del-Puerto. (2014) Raising perceptual phonemic awareness in the EFL classroom. Concordia Working Papers in Applied Linguistics. 5:203-215. 
  • Esther Gómez Lacabex, Francisco Gallardo-del-Puerto. (2014) Two phonetic training procedures for young learners: Investigating instructional effects on perceptual awareness. Canadian Modern Language Review. 70(4):500-531.
  • María Martínez Adrián, Francisco Gallardo-del-Puerto, Maria Juncal Gutierrez Mangado. (2013) Phonetic and Syntactic Transfer Effects in the English Interlanguage of Basque/Spanish Bilinguals. VIAL, Vigo International Journal of Applied Linguistics. 10:51-84. 
  • Francisco Gallardo-del-Puerto, María Martínez Adrián. (2013) ¿Es más efectivo el aprendizaje de la lengua extranjera en un contexto AICLE? Resultados de la investigación en España. Padres y Maestros. 349:25-28. 
  • Francisco Gallardo-del-Puerto, Esther Gómez Lacabex. (2013) The impact of additional CLIL exposure on oral English production. Journal of English Studies. 11:113-131. 
  • María Martínez Adrián, Francisco Gallardo-del-Puerto. (2011) Hacia la mejora de la exposición oral en inglés en el ámbito universitario. GRETA Journal.
  • María Martínez Adrián, Francisco Gallardo-del-Puerto. (2010) L2 English receptive and productive vocabulary in senior learners. ITL, International Journal of Applied Linguistics. 160:112-131.
  • Francisco Gallardo-del-Puerto, Eider Gamboa. (2009) The evaluation of computer-mediated technology by second language teachers: collaboration and interaction in CALL. Educational Media International. 46:137-152. 
  • Francisco Gallardo-del-Puerto, Esther Gómez Lacabex. (2008) La enseñanza de las vocales inglesas a los hablantes de español. Pulso. 31:37-66. 
  • Francisco Gallardo-del-Puerto. (2007) Is L3 phonological competence affected by the learners’ level of bilingualism? International Journal of Multilingualism. 4:1-16. 
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