Publicacions en premsa

Articles

  • Dooly, M. (acceptat). Task-as-process: Students' innovative use of technology resources in language learning. Language Learning & Technology.
  • Dooly, M. i Masats, D. (acceptat). Moments of convergence and divergence between multilingual policies and practices in a higher education institution. Language, Culture and Curriculum.
  • Dooly, M., Barba Calatrava, J., Borràs González, A., Creus Pedrol, M. i González Andreu, C. (en premsa).  “I don’t know”: Results of a small-scale survey on teachers’ perspectives of the European Language Portfolio. Porta Linguarum.
  • Llompart Esbert, J. (en premsa). La transmissió lingüística intergeneracional inversa: quan fills i filles ensenyen llengua als progenitors. Treballs de Sociolingüística Catalana, 27.

Capítols de llibres

  • Bradley, J. i Moore, E. (en premsa). Resemiotization and creative production: extending the translanguaging lens. A A. Sherris & E. Adami (Eds.) Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces. Clevedon: Multilingual Matters.
  • Dooly, M. (en premsa). Collaborative learning. The TESOL encyclopedia of english language teaching. Hoboken, NJ: John Wiley & Sons.
  • Dooly, M. (en premsa). Telecollaboration. A C. Chapelle & S. Sauro (Eds.) The handbook of technology in second language teaching and learning. Hoboken, NJ: Wiley-Blackwell.
  • Dooly, M. (en premsa). ‘¡Flipo con tus clases!’: La formación de profesorado en la didáctica de lenguas a través de clases invertidas y telecolaboración. A Marta González-Lloret i Margarita Vinagre Laranjeira (Eds.) Comunicación mediada por tecnologías: Aprendizaje y enseñanza de la lengua extranjera [Technology mediated communication: Learning and teaching foreign languages]. Sheffield: Equinox.
  • Dooly, M. (en premsa). “I h8 txt msgs”. How social media has had an impact on language awareness. A Peter Garrett & Josep Maria Cots (Eds.) The Routledge Handbook of Language Awareness. London/New York: Routledge.
  • Llompart-Esbert, J. i Nussbaum, L. (en premsa). Doing plurilingualism at school: keys concepts and perspectives. A Silvia Melo-Pfeifer i Christian Helmchen (eds.), Plurilingual Literacy Practices. Peter Lang
  • Llompart-Esbert, J. (in press). Students doing sociolinguistic research: empowering youth through a collaborative project. A Cristina Aliagas i David Poveda (eds.), Artefacts for collaborative research with children and youth. Ethnography & Education Publishing.
  • Martin-Rojo, L. i Llompart-Esbert, J. (en premsa). Migration and language contact. In Handbook of language contact, 1. De Gruyer
  • Moore, E. i Vallejo, C. (2018) Practices of conformity and transgression in an out-of-school reading program for ‘at risk’ children. Linguistics & Education.
  • Vallejo, C. (2018) Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. A E. Moore, J. Bradley i J. Simpson (Coords.) Translanguaging as transformation: The collaborative construction of new linguistic realities. London: Multilingual Matters.
  • Vallejo, C. i Noguerol, A. (en premsa) La multiculturalitat en els projectes de treball: les catifes viatgeres. A S. Melo-Pfeifer & C. Helmchen (Eds.), Plurilingual Literacy Practices. Peter Lang.

Edició de llibres

  • Moore, E., Bradley, J. i Simpson, J. (Coords.), (2018). Translanguaging as transformation: The collaborative construction of new linguistic realities. Clevedon: Multilingual Matters.

Edició de volumens temàtics

  • Dooly, M., i Vallejo, C. (Coords.) (2018). Bridging across languages and cultures in everyday lives: New roles for changing scenarios. Language & Intercultural Communication Special Issue, 18(1). 

 

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