Gema Gayete Dominguez

@uji.es

Adjunct Professor (Department of English Studies)
Universitat Jaume I

Gema Gayete Dominguez


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https://researchid.co/gemagayete
Gema Gayete is an Adjunct Professor in the Department of English Studies at Universitat Jaume I (UJI). She is a member of the LAELA (Applied Linguistics to English Language Teaching) research group. She conducted two funded international research stays at the University of Rijeka (Croatia) and University of Münster (Germany). Her research interests include multilingual education, translanguaging, language attitudes, multilingual pragmatics and CLIL. The findings of her studies have been published in international journals and editorials, such as International Journal of Multilingualism, Neofilolog and Peter Lang, among others. She has disseminated her research in more than 20 national and international conferences, and she has been part of the organising committee of several international and national conferences and seminars. Moreover, she has participated in several research projects dealing with multilingual education, pragmatics and affective factors in education.

EDUCATION

Gema Gayete is an Adjunct Professor in the Department of English Studies at Universitat Jaume I (UJI). She holds a PhD in Applied Linguistics, a bachelor's degree in English Studies and an MA in English Language Teaching in Multilingual Contexts (MELACOM).

RESEARCH, TEACHING, or OTHER INTERESTS

Linguistics and Language, Education
2

Scopus Publications

23

Scholar Citations

2

Scholar h-index

1

Scholar i10-index

Scopus Publications

  • ‘Languages are not enemies but friends’: Primary school teachers’ attitudes towards the use of translanguaging in the EFL classroom
    Gema Gayete
    Neofilolog, 2025
    This investigation is conducted in the primary school context of the Valencian Community (Spain), which is characterised by the presence of three teaching languages: (i) Catalan, as the minority language, (ii) Spanish, as the majority language, and (iii) English, as the main additional language. Regardless of this multilingual curriculum, the L3 (English) of students is taught in isolation without considering their L1s. Therefore, this study aimed at analysing 12 EFL primary school teachers’ attitudes towards the use of translanguaging practices in the EFL classroom. Moreover, we explored the effect of individual variables on teachers’ attitudes, which include teachers’ L1(s) and previous training on multilingualism. Practitioners responded to a written questionnaire and took part in face-to-face semi-structured interviews. Data were codified and examined using SPSS and NVivo softwares. Findings show that teachers recognised the benefits of translanguaging pedagogies for scaffolding target language learning in the early EFL classroom. Although attitudinal differences were noticed among teachers with different L1s, they were not statistically significant. Hence, our results suggest that these primary school teachers are open to the introduction of more multilingual approaches towards L3 teaching and learning that consider young learners’ language backgrounds and previous experience as language learners.
  • Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging
    Laura Portolés Falomir, Gema Gayete Domínguez
    International Journal of Multilingualism, 2025
    Given the limited number of studies investigating pragmatics and multilingualism in primary education, the present study analyses the influence of multilingual instruction, referring to pedagogical translanguaging, on multilingual young learners’ pragmatic awareness, paying particular attention to the sociopragmatic dimension of the speech act of requesting. The sample consisted of 28 primary school students from a multilingual school in the province of Castelló (Valencian Community), where three languages (Catalan, Spanish, and English) are used as languages of instruction. Participants were asked to complete a pre- and post-test on multilingual pragmatic awareness of requests before and after receiving multilingual pragmatic instruction. Using computer-animated scenarios created with Nawmal software, the treatment included three sessions focused on the sociopragmatic dimension of requests through pedagogical translanguaging. Data were coded and analysed using the SPSS programme. The results from the paired sample t-tests showed that students’ sociopragmatic awareness improved after the instructional treatment. Thus, in our small-scale study, pedagogical translanguaging was found to be beneficial for the development of young students’ pragmatic awareness. In conclusion, we believe that using learners’ whole language repertoire through a multilingual teaching approach, such as pedagogical translanguaging, may provide a rich environment for enhancing students’ understanding and awareness of pragmatic issues.

RECENT SCHOLAR PUBLICATIONS

  • Attitudes towards languages and multilingual education: the impact of age, gender and multilingual instruction
    G Gayete
    Universitat Jaume I , 2025
    2025.0
  • Multilingual Pragmatic Instruction in a Primary School Context: the Synergies Among Languages
    G Gayete, L Portolés
    New Directions in Instructional Pragmatics Research, 375-403 , 2025
    2025.0
  • ‘Languages are not enemies but friends’: Primary school teachers’ attitudes towards the use of translanguaging in the EFL classroom.
    G Gayete
    Neofilolog, 109-128 , 2025
    2025.0
    Citations: 1
  • Functions of Translanguaging in Primary School CLIL and EFL Settings
    GG Domínguez
    Journal of Language and Culture in Education-Special Issue| Volume 2, 77 , 2025
    2025.0
    Citations: 1
  • Functions of Translanguaging in Primary School CLIL and EFL Settings
    G Gayete
    Disigma Publication , 2025
    2025.0
  • Integrating translanguaging in the L3 classroom of an education degree
    GG Domínguez
    Desafíos y oportunidades de la Innovación e Investigación en la Educación … , 2025
    2025.0
  • Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging
    L Portolés Falomir, G Gayete Domínguez
    International Journal of Multilingualism 22 (3), 1322-1339 , 2024
    2024.0
    Citations: 13
  • Prospective Teachers’ Attitudes towards Multilingual Education
    GG Domínguez
    XXVIII, 51 , 2023
    2023.0
  • Beliefs towards Multilingual Education: EFL Teachers vs Parents
    GG Domínguez
    ForLingua: Foro sobre el español: investigación y docencia, 209-224 , 2022
    2022.0
  • How social strategies affect learning English as a foreign language: a study of EFL students’ social learning attitude
    GG Domínguez
    Fòrum de Recerca, 65 , 2022
    2022.0
  • Beliefs towards Multilingual Education: EFL Teachers vs Parents
    G Gayete
    Alcalingua de la Universidad de Alcalá , 2022
    2022.0
    Citations: 2
  • The effect of CLIL on L3 students’ oral production and comprehension in a Primary school context
    GG Domínguez
    Investigacions transversals i integradores en Ciències Humanes i Socials, 97 , 2022
    2022.0
    Citations: 4
  • The Effect of CLIL on L3 students' oral production and comprehension in a primary school setting: A comparison between CLIL and EFL programmes
    G Gayete
    Universitat Jaume I , 2020
    2020.0
    Citations: 2
  • QUERY SHEET
    LP Falomir, GG Domínguez
  • Multilingual Education in the Valencian Community: A Comparison between Primary and Secondary Schools
    GG Domínguez
    BOOK OF ABSTRACTS, 408 , 0
  • Teaching Pragmatics through Pedagogical Translanguaging: A Proposal for Primary and Secondary Education
    GG Domínguez
    For the publisher, 14 , 0

MOST CITED SCHOLAR PUBLICATIONS

  • Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging
    L Portolés Falomir, G Gayete Domínguez
    International Journal of Multilingualism 22 (3), 1322-1339 , 2024
    2024.0
    Citations: 13
  • The effect of CLIL on L3 students’ oral production and comprehension in a Primary school context
    GG Domínguez
    Investigacions transversals i integradores en Ciències Humanes i Socials, 97 , 2022
    2022.0
    Citations: 4
  • Beliefs towards Multilingual Education: EFL Teachers vs Parents
    G Gayete
    Alcalingua de la Universidad de Alcalá , 2022
    2022.0
    Citations: 2
  • The Effect of CLIL on L3 students' oral production and comprehension in a primary school setting: A comparison between CLIL and EFL programmes
    G Gayete
    Universitat Jaume I , 2020
    2020.0
    Citations: 2
  • ‘Languages are not enemies but friends’: Primary school teachers’ attitudes towards the use of translanguaging in the EFL classroom.
    G Gayete
    Neofilolog, 109-128 , 2025
    2025.0
    Citations: 1
  • Functions of Translanguaging in Primary School CLIL and EFL Settings
    GG Domínguez
    Journal of Language and Culture in Education-Special Issue| Volume 2, 77 , 2025
    2025.0
    Citations: 1
  • Attitudes towards languages and multilingual education: the impact of age, gender and multilingual instruction
    G Gayete
    Universitat Jaume I , 2025
    2025.0
  • Multilingual Pragmatic Instruction in a Primary School Context: the Synergies Among Languages
    G Gayete, L Portolés
    New Directions in Instructional Pragmatics Research, 375-403 , 2025
    2025.0
  • Functions of Translanguaging in Primary School CLIL and EFL Settings
    G Gayete
    Disigma Publication , 2025
    2025.0
  • Integrating translanguaging in the L3 classroom of an education degree
    GG Domínguez
    Desafíos y oportunidades de la Innovación e Investigación en la Educación … , 2025
    2025.0
  • Prospective Teachers’ Attitudes towards Multilingual Education
    GG Domínguez
    XXVIII, 51 , 2023
    2023.0
  • Beliefs towards Multilingual Education: EFL Teachers vs Parents
    GG Domínguez
    ForLingua: Foro sobre el español: investigación y docencia, 209-224 , 2022
    2022.0
  • How social strategies affect learning English as a foreign language: a study of EFL students’ social learning attitude
    GG Domínguez
    Fòrum de Recerca, 65 , 2022
    2022.0
  • QUERY SHEET
    LP Falomir, GG Domínguez
  • Multilingual Education in the Valencian Community: A Comparison between Primary and Secondary Schools
    GG Domínguez
    BOOK OF ABSTRACTS, 408 , 0
  • Teaching Pragmatics through Pedagogical Translanguaging: A Proposal for Primary and Secondary Education
    GG Domínguez
    For the publisher, 14 , 0

Publications

Gayete, G. (2025). Integrating Translanguaging in the L3 Classroom of an Education Degree. In M.J. Santos, A. Martínez, J.J. Victoria & M. Enrique (Eds.), Desafíos y Oportunidades de la Innovación e Investigación en la Educación Superior (pp. 364-373). Dykinson.
Gayete, G., & Portolés, L. (2025). Multilingual Pragmatic Instruction in a Primary School Context: the Synergies Among Languages. In I. Guzmán-Alcón & R. Nightingale (Eds.), New Directions in Instructional Pragmatics Research (pp. 375-403). Peter Lang.
Gayete, G. (2025). ‘Languages are not enemies but friends’: Primary school teachers’ attitudes towards the use of translanguaging in the EFL classroom. Neofilolog, (64/1), 109-128.
Gayete, G. (2025). Functions of Translanguaging in Primary School CLIL and EFL Settings. Journal of Language and Culture in Education, 2(Special Issue), 76-94.
Portolés, L., & Gayete, G. (2024). Enhancing multilingual young students’ pragmatic awareness through pedagogical translanguaging. International Journal of Multilingualism, 22(3), 1–18.
Gayete, G. (2022). The effect of CLIL on L3 students’ oral production and comprehension in a primary school context. In M. Pallarés-Renau, F.J. Vellón & P. Salazar-Campillo (Eds.), Investigacions transversals i integradores en Ciències Humanes i Socials (pp. 97-114). Emergents.