Publications by PhD & MA Students

Accepted for publication

  • Kruszynska, Klaudia & Dooly, Melinda. (accepted). Thinking allowed: Analyzing students' critical thinking and language awareness through linguistic landscapes. In S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.

2022

  • Pratginestós, Cèlia (2022). Interactional competence in transnational plurilingual peer interactions. In Dolors Masats & Luci Nussbaum (Eds.) ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge. 
  • Vallejo, Claudia (2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. In Dolors Masats & Luci Nussbaum (Eds.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.​

2021

  • Corona, Víctor, Vallejo, Claudia, Moore, Emilee & Solans, Jorge (2021). Is English important in your life? A collaborative experience in a secondary school. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 43-67). Peter Lang.
  • Knight, Janine, Dooly, Melinda & Barberà, Elena (2021). But the computer say me the time is up: the shaping of oral turns mediated with and through the screen. (early view). Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1868529
  • Marjanovic, Jelena, Dooly, Melinda & Sadler, Randall (2021). From autonomous learners to self-directed teachers: Myth or reality? In Carolin Fuchs, Mirjam Hauck & Melinda Dooly (Eds.) Language education in digital spaces: Perspectives on autonomy and interaction (pp. 113-133). Springer.
  • Moore, Emilee, Vallejo, Claudia, Dooly, Melinda & Borràs, Eulàlia (2021). Out-of-school language learning and educational equity. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 27-42). Peter Lang.
  • Moore, Emilee, Vallejo, Claudia, Llompart, Júlia & Zhang, Miaomiao (2021). Building scalar frames of understandability in ‘trans’ practices within a Catalan Global StoryBridges site. In Margaret Hawkins (Ed.), Transmodal Communications: Transpositioning Semiotics and Relations (pp. 22-42). Multilingual Matters.
  • Pratginestós, Cèlia & Masats, Dolors (2021). Learning English in translocal exchanges in Instagram chat.  In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 69-97). Peter Lang.
  • Zhang, Miaomiao & Llompart, Júlia (2021). Participant roles in linguistic mediation activities in a digital storytelling project. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 119-141). Peter Lang.

2020

2019

  • Dooly, Melinda; Mont, Maria & Vallejo, Claudia. (2019). Coordinating between classes: Tasks and tools. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 29-35). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: https://doi.org/10.5281/zenodo.3064130
  • Gonzalez-Acevedo, Nathaly (2019). Research in the classroom for teachers by teachers. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 215-222). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Gonzalez-Acevedo, Nathaly (2019). Some research methods for teacher researchers. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 223-233). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Knight, Janine; Dooly, Melinda, & Barberà, Elena. (2019 early view). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 1-22. doi:10.1017/S0958344019000132
  • Llanes, Maria (2019). Digital teaching competences of preservice teachers. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 47-52). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Masats, Dolors; Mont, Maria & Gonzalez-Acevedo, Nathaly (2019). Preface. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 9-13). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Mont, Maria y Gonzalez-Acevedo, Nathaly (2019). Coding toys while learning English: Programming with very young learners. In Dolors Masats, Maria Mont & Nathaly Gonzalez-Acevedo (Eds.), Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century (pp. 59-65). Rothersthorpe: Paragon Publishing. Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Masats, Dolors; Mont, Maria & Gonzalez-Acevedo, Nathaly (Eds). (2019). Joint efforts for innovation: Working together to improve foreign language teaching in the 21st century. Rothersthorpe: Paragon Publishing. DOI: 10.5281/zenodo.3064130
  • Ploettner, Joan Catherine (2019). A critical look at teacher development for English-Medium Instruction. Language Learning in Higher Education, 9(2), 263-287.
  • Ploettner, Joan Catherine. (2019). EMI teacher and student identities and linguistic practices. Tracing classroom tensions in a teacher development process. Journal of Immersion and Content-Based Language Education, 7(1): 115-141.
  • Dooly, Melinda & Vallejo, Claudia. (Coords.) (online 2019). Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging. Journal of Bilingual Education and Bilingualism.
  • Dooly, Melinda & Claudia Vallejo (online 2019). Bringing plurilingualism into teaching practice: a quixotic quest?. In Melinda Dooly & Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1598933.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Teaching pronunciation across languages.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Creating an inclusive supportive language environment.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: First and other language acquisition: Activities for promotion of language learning across all levels.
  • Dooly, Melinda & Claudia Vallejo. (2019). Making Literacy Meaningful: Identifying and working with the different levels of linguistic competence of the newcomer.
  • Dooly, Melinda, Dolors Masats, Xavier Pascual & Claudia Vallejo. (2019). Making Literacy Meaningful: FAQs about plurilingual Education: Key issues and some informed answers.
  • Vallejo, Claudia & Melinda Dooly (online 2019). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. In Melinda Dooly & Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2019.1600469 

2018

2017

2016

2015

2014

2013

2011

2010

  • Corona, Víctor (2010) Globalización, Identidades y escuela: “lo latino” en Barcelona. In Oriol Guash & Marta Milian (Eds.) L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp. 315-330.
  • Corona, Víctor (2010) Educación lingüística de jóvenes latinoamericanos: un relato etnográfico en familias, niños, niñas y jóvenes inmigrantes. Grupo Interdisciplinario de Investigador@s Migrantes (coord). Madrid: La casa encendida, pp. 151-158.
  • Moore, Emilee (2010) Exploring plurilingualism as a teaching/learning resource in higher education English-medium classrooms. In Oriol Guash & Marta Milian (Eds.) L’educació lingüística i literària en entorns multilingües. Recerca per a nous contextos. Servei de Publicacions de la UAB: Bellaterra.  
  • Moore, Emilee & Melinda Dooly. (2010) 'How Do the Apples Reproduce (Themselves)?” How Teacher Trainees Negotiate Language, Content, and Membership in a CLIL Science Education Classroom at a Multilingual University. Journal of Language, Identity & Education, 9 (1), 58 – 79. 
  • Moore, Emilee & Adriana Patiño-Santos. (2010). Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5. DYLAN Project.

2009

Campus d'excel·lència internacional U A B