Aintzane Doiz is Associate Professor at the Department of English and German Studies and Translation and Interpretation at the University of the Basque Country UPV/EHU (Spain). She received her PhD in Linguistics in 1995 at UCSD (University of California, San Diego). Her latest research includes EMI, multilingualism at pre-university and university levels, and attitudes and motivation in the acquisition of an L3 in CLIL. Together with David Lasagabaster and Juan Sierra, she has edited several books in Multilingual Matters, John Benjamins and Peter Lang. Her research interests also include cognitive semantics, contrastive linguistics and applied linguistics. She lectures on semantic analysis and the didactics of language at the MA programme Language Acquisition in Multilingual Settings (UPV/EHU). She was the director of International Mobility and Cooperation at the UPV/EHU from 2005 to 2008.
Research Interests
Semantics, cognitive linguistics, second language acquisition, contrastive linguistics.
David Lasagabaster, Aintzane Doiz. (2023) (Guest Editors) The impact of the use of English as medium of instruction on classroom interaction. “Journal of Multilingual Theories and Practices” (Special Issue). Pub.:Equinox. ISBN: 2632-4490 . Abstract || PDF
David Lasagabaster, Aintzane Doiz. (2021) (Editors) Language use in English-medium instruction at university: International perspectives on teacher practice. Pub.:Routledge. ISBN: 978-0-367-68178-4. Abstract || PDF
Aintzane Doiz, David Lasagabaster. (2020) The role of languages in English-Medium Instruction (EMI) at university. International Journal of Bilingual Education and Bilingualism 23 (3) (Special Issue). Pub.:Taylor and Francis. ISBN: . Abstract || PDF
David Lasagabaster, Aintzane Doiz, Juan Manuel Sierra Plo (eds.). (2014) Motivation and Foreign Language Learning: From Theory to Practice. Pub.:John Benjamins. ISBN: 9789027213235. Abstract || PDF
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra Plo (eds.). (2013) English-Medium Instruction at Universities: Global Challenges. Pub.:Multilingual Matters. ISBN: 1-85359-980-1. Abstract || PDF
David Lasagabaster, Aintzane Doiz. (2023) Classroom interaction in English-medium instruction: Are there differences between disciplines?. Language, Culture and Curriculum. 36(3):310-326. Abstract || PDF
Aintzane Doiz, David Lasagabaster. (2023) An analysis of the type of questions posed by teachers in English-medium instruction at university level. Education Sciences. 13:1-15. Abstract || PDF
Aintzane Doiz, David Lasagabaster. (2021) An analysis of the use of cognitive discourse functions in English-medium history teaching at university. English for Specific Purposes. 62:58-69. Abstract
Aintzane Doiz, David Lasagabaster. (2020) Dealing with language issues in English-medium instruction at university: A comprehensive approach. International Journal of Bilingual Education and Bilingualism. 23 (3):257-262. Abstract
Aintzane Doiz, David Lasagabaster, Víctor Pavón. (2019) The integration of language and content in English-medium instruction courses: lecturers’ beliefs and practices. Ibérica. 38:151-175. Abstract
Francesca Costa, Aintzane Doiz, Cristina Mariotti, David Lasagabaster. (2019) Linguistic demands and language assistance in EMI courses: What is the stance of Italian and Spanish undergraduates?. Lingue e Linguaggi. 33:69-85. Abstract || PDF
Aintzane Doiz, David Lasagabaster. (2018) Teachers’ and students’ L2 motivational self-system in English-medium instruction: A qualitative approach. TESOL Quarterly. 52:657-679. Abstract
David Lasagabaster, Aintzane Doiz. (2018) Language errors in an English-medium instruction university setting: How do language versus content teachers tackle them?. Porta Linguarum. 30:131-148. Abstract
Aintzane Doiz, David Lasagabaster, Víctor Pavón. (2018) Undergraduates’ beliefs about the role of language and team teaching in EMI courses at university. Rassegna Italiana di Linguistica Applicata. 2-Mar:111-127. Abstract
Aintzane Doiz, David Lasagabaster. (2017) Management teams and teaching staff: Do they share the same beliefs about obligatory CLIL programmes and the use of the L1?. Language and Education. 31:93-109. Abstract
David Lasagabaster, Aintzane Doiz. (2016) CLIL students’ perceptions of their language learning process: Delving into self-perceived improvement and instructional preferences. Language Awareness. 25:110-126. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2014) What does “international university” mean at a European bilingual university?: The role of languages and culture. Language Awareness. 23:172-186. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2014) CLIL and motivation: The effect of Individual and contextual variables. Language Learning Journal. 42:209-224. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2014) Language friction and multilingual policies at higher education: The stakeholders’ view. Journal of Multilingual and Multicultural Development. 35:345-360. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2013) Globalisation, internationalisation, multilingualism and linguistic strains in higher education. Studies in Higher Education. 38:1407-1421. Abstract || PDF
Aintzane Doiz, Carmen Eleizari. (2013) Metaphoric competence and the acquisition of figurative vocabulary in foreign language learning. Estudios ingleses de lingüística aplicada. 13:47-82. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2011) Internationalisation, multilingualism and English-medium instruction: the teachers’ perspective. World Englishes. 30:345-359. Abstract
David Lasagabaster, Aintzane Doiz. (2004) The effect of the early teaching of English on writing proficiency. International Journal of Bilingualism. 8:525-540. Abstract
Aintzane Doiz. (2003) An Analysis of English, Spanish and Basque Demonstratives in Narrative: A Matter of Viewpoint. International Journal of English Studies. 3:02:63-84. Abstract
Aintzane Doiz, David Lasagabaster. (2002) The age factor and the acquisition of rhetorical aspects in a foreign language: events of motion. Rivista di Psicolinguistica Applicata. 1:02:33-50. Abstract
Aintzane Doiz. (2001) El aspecto: la gramaticalización de la descripción de la realidad. Letras de Deusto. :31:00:129-148. Abstract
Aintzane Doiz, Errapel Mejías Bikandi. (2000) El aspecto, la accesibilidad y el alcance de los cuantificadores. Revista española de lingüística aplicada. :281-295. Abstract || PDF
Aintzane Doiz. (2000) Punto de vista: La conceptualización y el aspecto. Revista de Filología. 18:113-131. Abstract
Aintzane Doiz, David Lasagabaster. (2023) Analysing classroom discourse and the role of productive thinking in teacher-student exchanges. Ed.: Francesca Costa and Cristina Mariotti. Pub.: Routledge. Pags: -. Abstract
David Lasagabaster, Aintzane Doiz. (2021) Foregrounding language issues in English-medium instruction courses. Ed.: David Lasagabaster & Aintzane Doiz. Pub.: Routledge. Pags: 1-10. Abstract
Aintzane Doiz, David Lasagabaster. (2021) Analysing EMI teachers’ and students’ talk about language and language use. Ed.: David Lasagabaster & Aintzane Doiz. Pub.: Routledge. Pags: 34-55. Abstract
David Lasagabaster, Aintzane Doiz. (2020) Multilingualism in northern European universities: Reflections from the south. Ed.: Maria Kuteeva, Kathrin Kaufhold y Niina Hynninen. Pub.: Palgrave. Pags: 379-394. Abstract
Aintzane Doiz, David Lasagabaster. (2017) Teachers’ beliefs about translanguaging practices. Ed.: Catherine M. Mazak & Kevin S. Carroll. Pub.: Multilingual Matters. Pags: 157-176. Abstract
Aintzane Doiz, David Lasagabaster. (2016) The motivational self system in English-medium instruction at university. Ed.: Aintzane Doiz and David Lasagabaster. Pub.: Peter Lang. Pags: 127-159. Abstract
Enric Llurda, Aintzane Doiz. (2015) Students’ representations of multilingualism and internationalization at two bilingual universities in Spain. Ed.: Anne H. Fabricius and Bent Preisler. Pub.: Palgrave Macmillan. Pags: 92-115. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2014) Giving voice to the students: What (de)motivates them in CLIL classes?. Ed.: David Lasagabaster et al.. Pub.: John Benjamins. Pags: 117-138. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2014) Motivation: Making connections between theory and practice. Ed.: David Lasagabaster et al.. Pub.: John Benjamins. Pags: 177-183. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2013) English as L3 at a bilingual university in the Basque Country, Spain. Ed.: Doiz et al.. Pub.: Multilingual Matters. Pags: 84-105. Abstract
Aintzane Doiz, David Lasagabaster, Juan Manuel Sierra. (2013) Future challenges for English-medium instruction at the tertiary level. Ed.: Doiz et al.. Pub.: Multilingual Matters. Pags: 213-221. Abstract
Josep M. Cots, Lurdes Armengol, Aintzane Doiz, Peter Garrett, David Lasagabaster, Enric Llurda, Guzman Mancho-Barés, Juan Manuel Sierra. (2013) Internacionalización y multilingüismo en universidades en contextos bilingües: algunos resultados de un proyecto de investigación. Ed.: Lurdes Armengol, Josep M. Cots, Enric Llurda, Guzman Mancho-Barés. Pub.: Universitat de Lleida. Pags: 85-100. Abstract
Aintzane Doiz. (2011) The Spanish Preterite and Imperfect from a Cognitive Point of View. Ed.: Rafael Salaberry, Llorenç Comajoan. Pub.: De Gruyter Mouton. Pags: 57-88. Abstract
Aintzane Doiz, David Lasagabaster. (2003) Maturational constraints on foreign-language written production. Ed.: María del Pilar García Mayo; María Luisa García Lecumberri. Pub.: Multilingual Matters. Pags: 136-160. Abstract || PDF
Aintzane Doiz. (2002) The preterite and the imperfect as grounding predications. Ed.: Frand Brisard. Pub.: Mouton de Gruyter. Pags: 299-348. Abstract || PDF
Aintzane Doiz. (1998) La evolución diacrónica de la categoría de la modalidad deóntica en euskara. Ed.: José Luis Cifuentes Honrubia. Pub.: Universidad de Alicante. Pags: 559-573. Abstract
Aintzane Doiz. (2010) Internationalisation and multilingualism at bilingual universities: The University of the Basque Country. 10th International Conference Awareness Matters. Language Culture Literacy Universität Kassel. Germany. Abstract
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