Personal Statement
I am a linguist with a background in language teaching and teacher training.

I hold a degree in English Studies (Universidad de Huelva, 2002), a Teaching Qualification (Universidad de Huelva, 2004 and recognised QTS in the UK 2006), an MA in Applied Linguistics (Universidad de Barcelona, 2008), and a PhD in Applied Linguistics (Leeds Beckett University, 2023).

I have worked in several HEIs in the UK, both in undergraduate and IWLP programmes, and I am currently a Senior Lecturer in Spanish and Applied Linguistics (Department of Languages, Cultures and Film) and the Academic Director of Open Languages, University of Liverpool´s IWLP.

In the past, I have taught Spanish at all levels of education and proficiency (CEFR A1 to C2), I have been a freelance translator and interpreter from English into Spanish, as well as Course Leader for the innovative online Public Service Interpreting CPD suite of courses at Leeds Beckett (formerly Leeds Metropolitan) University.

Research Overview
My research interests lie primarily in language teaching and learning, with a particular focus on methodologies and pedagogical approaches that enhance both learner outcomes and teacher development. My doctoral research centred on the development of pragmatic competence in learners of Spanish as a foreign language, exploring the effectiveness of corpus-based materials and a data-driven learning (DDL) approach. This work contributed to a better understanding of how authentic language use and learner autonomy can be fostered through corpus-informed pedagogies.

In addition to my work on learner-centered instruction, I am deeply interested in the role of action research as a tool for promoting reflective practice, teacher agency, and sustained professional development. I see action research not only as a method for improving classroom practice, but also as a powerful framework for bridging the gap between theory and practice in teacher education.

My most recent research project explores teacher training and professional experiences in relation to Heritage Language (HL) learners. Specifically, it investigates educators' attitudes, preparedness, and pedagogical strategies when working with HL students in both formal and informal educational settings. This project aims to shed light on the specific challenges and opportunities involved in integrating HL learners into mainstream language programmes, with the broader goal of informing inclusive and responsive teacher education practices.