Marina Arcos

Marina Arcos is a University Lecturer in Applied Linguistics at the Faculty of Education in the Department of Languages in Education at the University Complutense of Madrid. She is also a Visiting Professor in the Department of Spanish and Portuguese at UCLA and a Visiting Research Fellow in the Department of Education at the University of Oxford.

She earned her European PhD at the University of Seville, and received her BA in Spanish and English at the University of Granada. She has been an Associate Professor at the Polytechnic University of Madrid and a language consultant to the Spanish Ministry of Education and the British Council on bilingual programmes.

She is a member of the Affective Dimension in English Learning Research Group and DIDACTEXT (research on comprehension and production of written texts). She is also co-editor of the journal Didáctica. Lengua y Literatura  specialised in language pedagogy, and a member of the advisory board of Revista Complutense de Educación (Complutense Journal of Education.)

Her main fields of research are language methodology and materials development, which she wrote her PhD thesis on. She is also interested in comparative language education, teacher education, affective factors in language learning, literacy in young language learners, content-based learning and codeswitching.

She is currently supervising doctoral students on the following topics:

  • English language communication skills in e-learning
  • Efficacy of multimedia software in teaching English as a foreign language to young children
  • The textbook and CLIL in the teaching of Social and Natural Sciences in primary education
  • Playing and the linguistic and socio-relational competencies in teaching Italian to adults.

Edited books:

  • Arcos, M. (2007). Tasks and activities to promote self-esteem in the English Primary classroom Rubio (Ed.) Self-esteem and Foreign Language LearningNewcastle: Cambridge Scholars Publishing.
  • Arcos, M. (2003). Contenidos (Contents). Didáctica del Inglés para primaria (English Pedagogy for Primary Education) in Hearn and Garcés (Eds.) Longman-Pearson.
  • Arcos, M. (2002). El reto de despertar las inteligencias múltiples en edades tempranas: el taller de lectura (the challenge of awakening multiple intelligences in very early years: the book workshop) in Fonseca (ed.) Inteligencias múltiples, múltiples formas de enseñar (Multiple Intelligences, multiple ways of teaching English). Seville: Megablum.