Resume CVDr. Marta Garrote is an Associate Professor at the Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), since 2017. Previously, she worked at the same university as an Assistant Professor, from 2011 to 2016. She completed her degrees in English Philology and Linguistics at Universidad Autónoma de Madrid (UAM) in 2001 and 2004, respectively. In 2008, she obtained a Ph.D. in Linguistics (UAM) with the qualification of cum laude.
From 1999 to 2011, she worked as a researcher at the Laboratory of Computational Linguistics (UAM) and at LaBDA Advanced Databases Group (Universidad Carlos III de Madrid). During this time, she collaborated on 8 research projects, including the European projects C-ORAL-ROM and MA2VICMR, full-time. This work resulted in several publications, including a pioneering book on child speech corpora. She also spent 6 months on a funded stay at Universidad Carlos III de Madrid under the MAVIR project, within the LaBDA research group of the Department of Computer Science, focusing on natural language processing. Her linguistic background was crucial in a research team comprised strictly of Computer Science and Telecommunications experts.
Currently, she works as a teacher trainer and combines her research work as a linguist and as a foreign language teacher, connecting descriptive linguistics, corpus and computational linguistics and applied linguistics to L1 acquisition and L2/FL teaching and learning.
Her qualification as a philologist has allowed her to combine research with teacher training in foreign languages. Currently, she teaches English in the Bachelor's degrees for Early Childhood and Primary Education, as well as didactics of the English language in the English specialization. She has also taught linguistics in the area of Spanish Language, as her double degree qualifies her for teaching in both areas: English and linguistics. Also, she teaches postgraduate classes related to the study of first language acquisition and educational innovation. She has conducted several seminars on Computational Linguistics applied to both educational research and foreign language teaching. This latter activity has paved a new path in her research trajectory, combining descriptive linguistics, computational linguistics, corpus linguistics, and second language teaching and teacher training.
Lines of researchApplied Linguistics to L1 acquisition and L2/FL teaching and learning, Teacher Training, Computational Linguistics, Corpus Linguistics.
Subjects taughtSubjects
- English Language Teaching I and II (Preschool and Primary Education, Major in English).
- Foreign Language I and II (English) (Preschool and Primary Education).
- First, Second and Foreign language acquisition and learning. MADEB (Máster Universitario en Atencion a la Diversidad en Centros Bilingues de Educación Infantil y Primaria)
- García Sánchez, S. & Garrote, M. (2024). Tests to Measure Attention to Diversity Revisited: A New Proposal for Present-Day Spanish Bilingual Schools. In L. Mañoso-Pacheco, J. Estrada Chichón, & R. Sánchez-Cabrero (Eds.), Inclusive Education in Bilingual and Plurilingual Programs, (pp. 160-182). IGI Global.
- Garrote, M. (2022). The role of the input frequency in L1 Spanish phonological acquisition. A corpus-based study. Loquens, 9(1-2), e089, https://doi.org/10.3989/loquens.2022.e089.
- Garrote, M. (2022). Desarrollo de competencias generales y aprendizaje online del inglés como lengua extranjera en el Grado de Mestro/a en Educación Primaria. En L. Cañadas y S. Rappoport (Coords.), Las competencias generales en la formación inicial docente. Experiencias y orientaciones para su desarrollo, (pp. 53-64). Madrid: Dykinson.
- Brumen, M. & Garrote, M. (2022). How to assess primary school learners of foreign languages. A guide for classroom practice. Aula Magna. McGraw-Hill. ISBN 9788418808487.
- Garrote, M. (2021). On lockdown: Flipping the classroom to teach EFL to Primary would-be teachers. En S. Alonso García, J. M. Trujillo Torres, A. J. Moreno Guerrero y C. Rodríguez Jiménez (Eds.), Investigación educativa en contextos de pandemia, (pp. 772-784). Madrid: Dykinson.
- Garrote, M. (2021). Análisis del humor en un corpus de habla infantil espontánea, Spanish in Context ,18(1), 30-55.
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García Sánchez, S. y Garrote Salazar, M. (2021). Atención a la diversidad en las aulas madrileñas. Opiniones de los docentes. REIDOCREA, 10(1), 1-19. https://doi.org/10.30827/Digibug.66304
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Garrote, M. (2019). Didáctica de segundas lenguas y lenguas extranjeras en Educación Infantil y Primaria. Madrid: Paraninfo.
- Fernández-Agüero, M. and Garrote, M. (2019). ‘It’s not my intercultural competence, it’s me.’ The intercultural identity of foreign language prospective teachers. Revista EDUCAR, 55(1), 159-182.
- Garrote, M. (2019). Los idiomas del futuro: ¿Qué segunda lengua extranjera estudiar? The Conversation.
- Garrote, M. (2018). Instant-messaging for improving literacy and communication skills in FLT: students’ evaluation. The EuroCALL Review, 26(2), 19-29.
- Garrote, M., Alonso Belmonte, I., & Galetti Torti, E. (2018). FL teachers’ most frequent reported practices in communicative language teaching: an exploratory study at Secondary Schools and Official Schools of Languages in the Madrid region. RæL-Revista electrónica de Lingüística Aplicada, 17(1), 45-61.
- Garrote, M., Galetti, E. and Fernández-Agüero, M. (2018). University English Course for Pre-service Primary Teachers. Madrid: Servicio de Publicaciones de la Universidad Autónoma de Madrid.
- Cychosz, M., & Garrote Salazar, M. (2016). Acquisition of the passive in Spanish-speaking children. UC Berkeley PhonLab Annual Report, 12. Retrieved from https://escholarship.org/uc/item/0093t7sk
- Garrote, M. and Fernández-Agüero, M. (2016). Intercultural Competence in Teaching: Defining the Intercultural Profile of Student Teachers. Bellaterra Journal of Teaching and Learning Language and Literature, 9(4), 41-58.
- Garrote, M. (2016). Measuring interculturality of European pre-service teachers. Revista de Didácticas Específicas, 14, 39-49.
- Garrote, M. and Galetti, E. (2015). Teaching effectively: ESP for pre-service primary teachers. Revista de Didácticas Específicas, 13, 116 - 130.
- Garrote, M., Kimura, C., Matsui, K., Moreno Sandoval, A. and Takamori, E. (2013). C-ORAL-JAPON: Corpus of Spontaneous Spoken Japanese. Corpus Linguistics and Linguistic Theory, 11(2), 373–392.
- Moreno Sandoval, A. y Garrote, M. (2013). La anotación de la negación en un corpus escrito etiquetado sintácticamente. Revista Iberoamericana de Lingüística, 8, 45-60.
- Moreno Sandoval, A., Campillos Llanos, L., Dong, Y., Takamori, E., Guirao, J.M., Gozalo, P., Kimura, C., Matsui, K. and Garrote-Salazar, M. (2012). Spontaneous Speech Corpora for language learners of Spanish, Chinese and Japanese. In N. Calzolari, K. Choukri, T. Declerck, M. Uğur Doğan, B. Maegaard, J. Mariani, J. Odijk & S. Piperidis (Eds.), Proceedings of the 8th Language Resources and Evaluation Conference 2012 (pp. 2695-2701). European Language Resources Association (ELRA).
- Samy, D., Moreno Sandoval, A., Bueno-Díaz, C., Garrote-Salazar, M. and Guirao, J.M. (2012). Medical Term Extraction in an Arabic Medical Corpus. In N. Calzolari, K. Choukri, T. Declerck, M. Uğur Doğan, B. Maegaard, J. Mariani, J. Odijk & S. Piperidis (Eds.), Proceedings of the 8th Language Resources and Evaluation Conference 2012 (pp. 640-645). European Language Resources Association (ELRA).
- Garrote, M. (2010). Los corpus de habla infantil. Metodología y análisis. Madrid: Servicio de publicaciones de la Universidad Autónoma de Madrid.
- Garrote, M. and Moreno Sandoval, A. (2010). Chiede. A spontaneous child language corpus of Spanish. In Moneglia y Panunzi (Eds.), Bootstrapping Information from Corpora in a Cross-Linguistic Perspective (pp. 121-140). Firenze University Press.
- Garrote Salazar, M. and Guirao Miras, JM. (2009). CHIEDE. Corpus de Habla Infantil Espontánea del Español. Procesamiento del lenguaje Natural, 41, 297-298.
- González Ledesma, A. and Garrote Salazar, M. (2009) Los marcadores discursivos en CHIEDE, un corpus de habla infantil espontánea. Interlingüística, 18, 523-532.
- Moreno-Schneider, J., Garrote-Salazar, M., Martínez, P. and Martínez Fernandez, J.L. (2009). Some experiments in evaluating ASR systems applied to multimedia retrieval. Lecture Notes in Computer Science, 6535, 12-23.
- Vicente-Díez, M., De Pablo, C., Martínez, P., Moreno-Schneider, J. and Garrote-Salazar, M. (2009). Are Passages Enough? The MIRACLE Team Participation in QA@CLEF2009. Lecture Notes in Computer Science, 6241, 281-288.
- Garrote Salazar, M., Guirao Miras, J.M. and Moreno Sandoval, A. (2008). Extracción de unidades distintivas en adultos y niños de un corpus de lengua oral espontánea. Actas del 8º Congreso de Lingüística General, 1-16.
- Moreno Sandoval, A., Torre Toledano, D., De La Torre, R., Garrote, M. and Guirao, J.M. (2008). Developing a phonemic and syllabic frequency inventory for spontaneous spoken Castilian Spanish and their comparison to text-based inventories. Proceedings of the VI Language Resources and Evaluation Conference (LREC), 1097-1100.
- Garrote, M. (2008). CHIEDE. Corpus de Habla Infantil Espontánea del Español. Madrid: Servicio de Publicaciones de la Universidad Autónoma de Madrid.
