Bannard, C., & Lieven, E
(2012) Formulaic language in L1 acquisition. Annual Review of Applied Linguistics, 321, 3–16. DOI logoGoogle Scholar
Bardovi-Harlig, K
(2012) Formulas, routines, and conversational expressions in pragmatics research. Annual Review of Applied Linguistics, 321, 206–227. DOI logoGoogle Scholar
Bardovi-Harlig, K., & Bastos, M.T
(2011) Proficiency, length of stay, and intensity of interaction, and the acquisition of conventional expressions in L2 pragmatics. Interculural Pragmatics, 8(3), 347–384.Google Scholar
Barnes, J
(2011) The influence of child-direct speech in early trilingualism. International Journal of Multilingualism, 81, 42–62. DOI logoGoogle Scholar
Blackledge, A., & Creese, A
(2014) Heteroglossia as practice and pedagogy. New York: Springer. DOI logoGoogle Scholar
Cenoz, J
(2013) Discussion: Towards an educational perspective in CLIL language policy and pedagogical practice. International Journal of Bilingual Education and Bilingualism, 161, 389–394. DOI logoGoogle Scholar
Cenoz, J., & Gorter, D
(2011) A holistic approach to multilingual education: Introduction. The Modern Language Journal, 951, 339–343. DOI logoGoogle Scholar
(2015) Multilingual education: Between language learning and translanguaging. Cambridge: Cambridge University Press.Google Scholar
Cekaite, A
(2007) A child’s development of interactional competence in a Swedish L2 classroom. The Modern Language Journal, 91(1), 45–62. DOI logoGoogle Scholar
Creese, A., & Blackledge, A
(2010) Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. The Modern Language Journal, 941, 103–115. DOI logoGoogle Scholar
Dalton-Puffer, C
(2005) Negotiating interpersonal meanings in naturalistic classroom discourse. Directives in content-and-language integrated classrooms. Journal of Pragmatics, 371, 1275–1293. DOI logoGoogle Scholar
Duff, P., & Talmy, S
(2011) Language socialization approaches to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 95–115). London: Routledge.Google Scholar
García, O., & Sylvan, C
(2011) Pedagogies and practices in multilingual classrooms: Singularities in pluralities. The Modern Language Journal, 951, 385–400. DOI logoGoogle Scholar
García, O., & Flores, N
(2012) Multilingual pedagogies. In M. Martin-Jones, A. Blackledge & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 232–246). New York: Routledge.Google Scholar
Girard, M., & Sionis, C
(2004) The functions of formulaic speech in the L2 class. Pragmatics, 141, 31–51. DOI logoGoogle Scholar
Huang, J., & Hatch, E
(1978) A Chinese child’s acquisition of English. In E.M. Hatch (Ed.), Second language acquisition (pp. 118–131). Rowley, MA: Newbury House Publishers.Google Scholar
Jessner, U
(2008) Teaching third languages: Facts, trends and challenges. Language Teaching, 41(1), 15–56. DOI logoGoogle Scholar
Klein, W
(1986) Second language acquisition. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Llinares, A
(2006) A pragmatic analysis of children’s interlanguage in EFL preschool contexts. Intercultural Pragmatics, 3(2), 171–193.Google Scholar
(2007) Young learners’ functional use of the L2 in a low-immersion EFL context. ELT Journal, 611, 39–45. DOI logoGoogle Scholar
Llinares, A., & Pastrana, A
(2013) CLIL students’ pragmatic development across classroom activities and educational levels. Journal of Pragmatics, 591, 81–92. DOI logoGoogle Scholar
Montanari, S
(2009) Pragmatic differentiation in early trilingual development. Journal of Child Language, 361, 597–627. DOI logoGoogle Scholar
Nikula, T
(2005) English as an object and tool of study: Interactional effects and pragmatic implications. Linguistics and Education, 16(1), 27–58. DOI logoGoogle Scholar
Quay, S
(2011) Trilingual toddlers at daycare centres: The role of caregivers and peers in language development. International Journal of Multilingualism, 8(1), 22–41. DOI logoGoogle Scholar
Portolés, L
(2015) Multilingualism and very young learners: An analysis of pragmatic awareness and language attitudes (Series Trends in Applied Linguistics: Vol. 121). Berlin: de Gruyter. DOI logoGoogle Scholar
Roever, C
(2012) What learners get for free: Learning of routine formulae in ESL and EFL environments. ELT Journal, 66(1), 10–22. DOI logoGoogle Scholar
Safont, M.P
(2011) Early requestive development in a consecutive third language learner. International Journal of Multilingualism, 8(3), 256–276. DOI logoGoogle Scholar
(2012) A longitudinal analysis of Catalan, Spanish and English request modifiers in early third language learning. In D. Gabrys-Barker (Ed.), Cross-linguistic influences in multilingual language acquisition (pp. 99–114). Dordrecht: Springer. DOI logoGoogle Scholar
(2013) Early stages of trilingual pragmatic development. A longitudinal study of requests in Catalan, Spanish and English. International Journal of Pragmatics, 591, 68–80. Retrieved from [URL]. DOI: DOI logoGoogle Scholar
Safont, P. & Portolés, L
(2015) Pragmatic awareness in early consecutive third language learners. In P. Safont & L. Portolés (Eds.), Learning and using multiple languages: Current findings from research on multilingualism (pp. 218–237). Cambridge: Cambridge Scholars Publishing.Google Scholar
Taguchi, N
(2011) The effect of L2 proficiency and stay-abroad experience on pragmatic comprehension. Language Learning, 611, 904–939. DOI logoGoogle Scholar
Tomasello, M
(2008) Origins of human communication. Cambridge, MA: MIT Press. DOI logoGoogle Scholar
Wray, A
(2002) Formulaic language and the lexicon. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2008) Formulaic language: Pushing the boundaries. Oxford: Oxford University Press.Google Scholar
(2012) Formulaic language. In P. Robinson (Ed.), Routledge Encyclopedia of second language acquisition (pp. 252–256). New York: Routledge.Google Scholar
(2013) Formulaic language. Language Teaching, 43(3), 316–334. DOI logoGoogle Scholar
Wray, A., & Perkins, M.R
(2000) The functions of formulaic language. Language and Communication, 201, 1–28. DOI logoGoogle Scholar
Cited by

Cited by 8 other publications

Alcón-Soler, Eva
2017. Pragmatic Development During Study Abroad: An Analysis of Spanish Teenagers’ Request Strategies in English Emails. Annual Review of Applied Linguistics 37  pp. 77 ff. DOI logo
Alcón-Soler, Eva & Pilar Safont
2018. Editors' introduction to mixed method approaches in investigating pragmatic learning. System 75  pp. 1 ff. DOI logo
Martinez-Buffa, Ignacio & Pilar Safont
2023. Multilingual pragmatic awareness in collaborative writing. Language Awareness 32:3  pp. 421 ff. DOI logo
Portolés, Laura & Otilia Martí
2020. Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism 17:2  pp. 248 ff. DOI logo
Portolés, Laura & Pilar Safont
2018. Examining authentic and elicited data from a multilingual perspective. The real picture of child requestive behaviour in the L3 classroom. System 75  pp. 81 ff. DOI logo
Safont, Pilar
2018. Are Classroom Requests Similar in All EFL Settings? Focusing on a Young Multilingual Learning Environment. In Current Research in Bilingualism and Bilingual Education [Multilingual Education, 26],  pp. 123 ff. DOI logo
Safont, Pilar
2022. ‘In English!’ teachers’ requests as reactions to learners’ translanguaging discourse. Language, Culture and Curriculum 35:3  pp. 317 ff. DOI logo
[no author supplied]
2021. Bibliography. In Pragmatics and its Applications to TESOL and SLA,  pp. 198 ff. DOI logo

This list is based on CrossRef data as of 1 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.