Dr. Sofia Di Sarno-García

Sofia Di Sarno-García holds an international PhD in Applied Linguistics from the Universitat Politècnica de València (Spain) as a member of the CAMILLE research group, and she completed a predoctoral research stay at Coventry University (UK). She is now Assistant Professor and the Universidad Politécnica de Madrid (Spain), where she teaches English for Professional and Academic Communication. Her main research interests include L2 pragmatics, intercultural communicative competence, and telecollaboration. Her research has appeared in Q1 journals, such as the International Journal of English Studies, and Q2 journals, such as Bellaterra Journal of Teaching & Learning Language & Literature, and she is the main editor of the volume Telecollaboration Applications in Foreign Language Classrooms (IGI Global, 2023). She is also about to publish a monograph entitled Acquiring pragmatic and intercultural communicative competences in the digital era: a telecollaboration study (Bloomsbury Academic). Besides, Sofia is currently Assistant Editor of the journal The EuroCALL Review and a collaborator of the International Association for Teaching Pragmatics (ITAP). 

Key publications:

Chen, Y. H., Di Sarno-García, S., Orsini-Jones, M. & Díaz Pedroza, K. G. (forthcoming, 2025).  Virtual Exchange for English Language Teaching (VEELT): Engagement and Inclusion Challenges. In M. Orsini-Jones, K. Finardi & H. Ashim, Decolonial approaches to Equity, Diversity and Inclusion in Applied Linguistics, AILA Special Issue (38)2. Pp. TBC

Di Sarno-García, S. (forthcoming). Acquiring Pragmatic and Intercultural Communicative Competences in the Digital Era: A Telecollaboration Study. Bloomsbury Academic.

Di Sarno-García, S. (in press). Do pair and group work modalities affect the outcome in telecollaboration? In M. González-Lloret & J. Sykes (Eds.), Pragmatics & Language Learning. Volume 15. Honolulu, HI: National Foreign Language Resource Center, University of Hawai'i at Mānoa.

Di Sarno-García, S. (2024). The Affordances of Telecollaboration to Teach Apologies. International Journal of English Studies, 24(1), 25–47. https://doi.org/10.6018/ijes.570211 

Di Sarno-García, S. (2024). Language learners’ expectations and satisfaction level in a telecollaboration project. Bellaterra Journal of Teaching & Learning Language & Literature, 17(3), e1232-e1232. https://doi.org/10.5565/rev/jtl3.1232 

Di Sarno-García, S. (2023). The Development of Foreign Language Students' Intercultural Communicative Competence through Telecollaboration. The EuroCALL Review, 30(1), 35-51. https://doi.org/10.4995/eurocall.2023.16693 

Di Sarno-García, S., Montaner-Villalba, S., & Gimeno-Sanz, A. (Eds.). (2023). Telecollaboration Applications in Foreign Language Classrooms. IGI Global. https://doi.org/10.4018/978-1-6684-7080-0 

Orsini-Jones, M., Junior, C. A. H., Cerveró Carrascosa, A., Di Sarno-Garcia, S., & Aşık, A. (2023). Discussing Global Citizenship through Collaborative Online International Learning (COIL)-Virtual Exchange (VE) in Language Learning and Teaching. In Discussing Global Citizenship through Collaborative Online International Learning (COIL)-Virtual Exchange (VE) in Language Learning and Teaching. Coventry University. https://doi.org/10.18552/GLEA/2023/0001 

Di Sarno-García, S. & Gimeno-Sanz, A. (2022). Analyzing L2 Learners' Engagement Strategies to Assess Intercultural Communicative Competence in a Telecollaborative Exchange Project. In S. García-Sánchez & R. Clouet (Eds.), Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education (pp. 89-112). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-7998-8852-9.ch005