2013

Articles

  • Dooly, M. & Sadler, R. (2013) Filling in the gaps: Linking theory and practice through telecollaboration in teacher education. ReCALL Journal, 25: 4-29.
  • Helm, F. (2013). A dialogic model for telecollaboration. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 22-48.
  • Llompart Esbert, J. (2013). De madres a hijas, de hijas a madres: El cambio en la transmisión intergeneracional de lenguas, Bellaterra Journal of Teaching & Learning Language & Literature, 6(3), 47-65.
  • Moore, E. & Nussbaum, L. (2013). La lingüística interaccional y la comunicación en las aulas. Textos de Didáctica de la Lengua y de la Literatura, 63, 43 – 50.
  • Moore, E., Nussbaum, L., Borràs, E. (2013). Plurilingual teaching and learning practices in ‘internationalised’ university lectures. International Journal of Bilingual Education and Bilingualism, 16 (4), 471 – 493.
  • Vallejo, C. & Dooly, M. (2013). Early school leavers and social disadvantage in Spain: From books to bricks and vice-versa. A Ross, A. & Leathwood, C. (eds.) Early School Leavers and Social Disadvantage. Special Issue of European Journal of Education, 48(3): 389-404. Available here.

Capitols de llibres

  • Dooly, M. (2013) Promoting competency-based language teaching through project-based language learning. A M.L. Pérez Cañado (ed.) Competency-based language teaching in higher education (pp. 77-92). Dordrecht: Springer.
  • Dooly, M. (2013) Speaking like a ‘glocal’: Using computer-mediated communication in language teacher education to promote network learning. A S. Ben Said & L. Jun Zhang (eds.) Language teachers and teaching: Global perspectives, local initiatives (pp. 237-255). NY: Taylor & Francis/Routledge.
  • Dooly, M. (2013) Focusing on the social: Research into the distributed knowledge of novice teachers in online exchange. A C. Meskill  (ed.) Online teaching and learning: Sociocultural dimensions (pp. 137-155). New York & London: Continuum / Bloomsbury Academic.
  • Moore, E., Borràs, E., & Nussbaum, L. (2013): Plurilingual resources in lingua franca talk: An interactionist perspective. A Haberland, H., Lønsmann, D., Preisler, B. (eds.), Language Alternation, Language Choice and Language Encounter in International Tertiary Education. Dordrecht: Springer, pp. 53-84.
  • Nussbaum, L., Moore, E., & Borràs, E. (2013): Accomplishing multilingualim through plurilingual activities. A Berthoud, A-C., Grin, F., Lüdi, G. (eds.), Exploring the Dynamics of Multilingualism: The DYLAN Project. Amsterdam: John Benjamins, pp. 229-252.
  • Nussbaum, L. (2013) Socialisation langagière et construction des identités. A B. Falaize, Ch. Heimberg & O. Louves (dirs.) L’école et la nation. Lyon: ENS Éditions, 195-206.
  • Nussbaum, L. (2013) De las lenguas en contacto al habla plurilingüe. A A. Maldonado, V. Unamuno (eds.) Prácticas y repertorios plurilingües en Argentina. Bellaterra: GREIP-UAB, 273-283.
  • Nussbaum, L. (2013) Interrogations didactiques sur l’éducation plurilingue. A V. Bigot, A. Bretegnier & M. Vasseur (eds.) Vers le plurilinguisme ? 20 ans après. Paris: Albin Michel, 85-93.
  • Sadler, R., & Dooly, M. (2013). Language learning in virtual environments:  Research and practice. In M. Thomas, H. Reinders & M. Warschauer (Eds.,) Contemporary Computer-Assisted Language Learning, pp. 159-182. London/Sydney: Bloomsbury.
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