About the Masters
The Master in English Applied Linguistics at the Universidad Autónoma de Madrid, offers students the concepts and tools they need to analyse languages and apply linguistic analyses in different fields and from various perspectives: the role of language in society, language in human cognition, the way languages are learnt, the way they change, language as culture, translation, intercultural communication, the English language in the mass media, and in the academic and commercial worlds.
The Master has two main lines of specialization in Applied Linguistics, designed with two different, but related, profiles in mind: students with a general interest in language in society, and those who would like to know more about the teaching and learning of foreign languages:
- Linguistics Applied to Discourse and Communication in English aims to train researchers and professionals to explain linguistic processes and read critically, as well as to design and write a wide variety of linguistic products.
- Linguistics Applied to the Teaching and Learning of Foreign Languages in bilingual and non-bilingual contexts is designed to train specialists in acquisition of foreign languages both for English as a Foreign Language and for content subjects.
The programme is designed for graduates in studies related to English, or from degrees whose object of study has to do with language and communication. The language of study is English: applicants need to be able to read academic texts and communicate in English (B2 level).
About the Department of English Studies at UAM
The Department of English Studies is within the Facultad de Filosofía y Letras at the Universidad Autónoma de Madrid. The department has 50 academic staff, teaching in areas of Language, Literature and Translation. We run undergraduate degrees in English Studies, Modern Languages and Translation and Interprettion.
We run two masters degrees, the current one (Masters in English Applied Linguistics), and another focusing on English Literature: Master Universitario en Estudios Artísticos, Literarios y de la Cultura. Additionally, we collaboratively run another masters (with Formacíon) the Máster Universitario en Formación de Profesorado de Educación Secundaria Obligatoria y Bachillerato (MESOB).
We also accept students into two doctoral degrees, Programa de Doctorado en Filosofía y Ciencias del Lenguaje (specialising in Linguistics) and Programa de Doctorado en Estudios Artísticos, Literarios y de la Cultura (specialising in Literature).
About the Universidad Autónoma de Madrid
The Universidad Autónoma de Madrid (UAM) is one of the five most prestigious universities in Spain. The UAM places highly in inter-university comparisons, and has top research facilities.
The university is located just north of Madrid, 20 minutes by train from the major stations in the the city. The university has its own station, allowing quick access to the faculty.
About the staff
The teaching staff are very active in research groups and publish widely.
Every year the programme includes sessions from visiting lecturers. Recent visitors have included:
- Christiane Dalton-Puffer (U Vienna),
- Jim Martin (U Sydney),
- Ron Carter (U Nottingham),
- Michael Toolan (U Birmingham),
- Karin Ajmer (U Göteborg),
- Peter Stockwell (U Nottingham),
- Enrique Bernárdez (U Complutense),
- Geoff Thompson (U Liverpool),
- Maria Josep Cuenca (U Valencia),
- Juan José Laborda (Miembro del Consejo de Estado),
- James Milton (U Swansea),
- Tarja Nikula (U Jyväskylä),
- Lesley Jeffries (U Huddersfield),
- Elena Semino (U Lancaster),
- Juana Marín Arrese (U Complutense de Madrid)
Research projects related to MULAI Staff
Research projects involving MULAI staff are listed below.
|La Expresion de las Emociones: Analisis Contrastivo Basado en Corpora de la Competencia Pragmatica en la Interlengua de Aprendices de Ingles. FFI2016-75160-R
(Jesus Romero, Karina Vidal)
|The aim of the project is to investigate the role of emotions in the development of pragmatic competence in learners of English as a second or foreign language. Specifically, the main objective is to describe the parameters involved in the capacity to feel and express emotions in the L2, and to what extent this is similar to the way speakers feel, i.e., they express their emotions, in their L1.
|Emergent and peripheral discourses and their social projection: critical and socio-cognitive approach|
|This project takes an interdisciplinary, integrative and contrastive approach to the study of emergent, peripheral discourses -discourses to which the scientific community has devoted too little attention either because of text type, topic, the mode of communication in which it is found or even the way in which it is created and disseminated-, such as: discourse of recent social protest movements, marginal social groups, oral and digital narratives of emotion, multimodal and transmedial discourses, among others. The main aim is thus to study how these minority discourses come into being by means of specific linguistic, cognitive and social strategies; and how official and these peripheral discourses interact. To reach this aim, the project is based on: Socio-Cognitive Theories of Language and Critical Discourse Analysis, approaches which are interested in: (i) the relationship between language, cognition and society; (ii) language in use or real communicative situations; and (iii) experimental, data-driven approaches to discourse.|
|Adaptive Learning of English Grammar Online (Alegro) (2016-2019)
(Mick O’Donnell, Susana Murcia, Clara Molina)
|The aim of the Alegro project is to provide a web-based system for intelligently adaptive grammar learning. The system tracks the linguistic competence of each individual learner (using quizes and other means) in terms of a learner model, detailing which grammatical concepts they have acquired, which are still being developed, and which are yet to be developed. The system provides teaching material targeting exactly those grammatical concepts which are most critical for the learner: those which are within the student’s Zone of Proximal Development (ZPD) (concepts they have not yet mastered, but are ready to master).
The system is based on top of a linguistic model of the key grammatical concepts which need to be acquired in relation to each area of the grammar.
|Telecollaborative Networks for Key Competence Development in Higher Education (TELNETCOM)|
(Margarita Vinagre, Avelino Corral)
|This project aims to analyse and assess the effects that integrating virtual collaboration (telecollaboration) as an innovative teaching-learning method in the classroom (blended-learning) can have on the development of key competences for lifelong learning (European Comission, 2007) of undergraduate students in higher education. This analysis is being carried out by two main interdisciplinary and transnational teams: one group of researchers who specialize in the fields of Education, Educational Technologies and English Studies from the Universities of Navarre, Alcalá, Complutense and Autónoma of Madrid in Spain and another group of researchers who specialize in the field of Educational Technologies and Spanish Studies from the Universities of Hawaii and Columbia in the United States. Currently we are gathering data to assess competence in a foreign language together with those less assessed key competences mentioned in the European Union’s Report on Education and Training, 2010 (i.e. digital competence, learning to learn competences, social competences, sense of initiative and entrepreneurship and cultural awareness)
|TRANS-CLIL: Integración y evaluación de contenidos curriculares y lengua extranjera en la transición de la educación primaria a secundaria en contextos bilingües
(Ana Llinares, Rachel Whittaker, Natalia Evnitskaya)
|The project aims to investigate the effect of studying in either high-or low-immersion CLIL programs (sección bilingüe vs programa bilingüe) in bilingual secondary schools on the development of learners’ academic language competence as they complete the transition from primary to secondary education. The corpus includes data from tests on literacy and oracy, classroom observations, questionnaires and interviews in two primary and two secondary CLIL schools in different socio-economic areas of Madrid. The analysis of students' academic language is done using the Systemic Functional Linguistics model combined with the Cognitive Discourse Functions framework.
|Cognitive modeling and meaning construction across languages: theory, implications and applications
|The main aim of the project is the development, internationalization and pedagogical application of the principles put forward within the Lexical Constructional Model. The exploration and theoretical development will involve the in-depth study of (i) cognitive modeling, including the configuration of an exhaustive typology of cognitive operations and the analysis of the ways in which each of these operations, either individually or in combination with others operate on different cognitive models types (e.g. frames, image-schemas, etc.) thereby giving rise to predictable meaning effects that, once conventionally associated to a formal pattern, originate new constructions; and (ii) the constructicon, its organization, and the principles that regulate its use, thus completing the initial LCM inventory of rules that constrain lexical-constructional integration and the interaction between constructions.|
|Language and Culture: Englishes and Translation Studies
|This project has the objective of open paths for collaboration between teachers and researchers in the UAM
and those in Asian universities (India, China y Malasia), within the field of the study of English language and culture
We approach the relationship between language and culture from two complementary perspectives: on the one hand, English language and culture understood within the framework of its status as a global lingua franca and its varieties in the world, and, on the other hand, the fundamental role of Translation as a process of communication and trans-cultural understanding in this environment.
Joint coordinators of the Masters: Clara Molina and Mick O'Donnell.
Having two Masters degrees offers an advantage when applying for teaching positions in Spain. Another degree in the UAM, Máster Universitario en Formación de Profesorado de Educación Secundaria Obligatoria y Bachillerato (MESOB), complements MULAI, in that MESOB offers courses particularly oriented to secondary teaching, and MULAI adds additional experience with language-based research.
Students enrolling in MULAI after having completed MESOB can receive credit for courses done in MESOB. See the "Prospective Students" tab, and click on "Convalidation".
Students who have completed MULAI can receive convalidate courses within the MESOB masters.
Past TFM dissertations in MULAI
Below are listed the "trabajos fin del master" (research papers) completed by students in recen years.