In press

Articles

  • Bergroth, M., Llompart, Júlia, Pepiot, N., Van der Wrop, K., & Sierens, S. (forthcoming, 2021). Whose Action Research Is It? Promoting Linguistically Sensitive Teacher Education in Europe. Educational Action Research
  • Czura Anna & Baran-Łucarz Małgorzata (2021, in review). “A stressful unknown” or “an oasis”?: Students’ perceptions of assessment in an in-class and online course of practical phonetics. Ikala Journal.
  • Dooly, Melinda & O'Dowd, Robert (forthcoming, 2021). Exploring teachers’ professional development through participation in virtual exchange. ReCALL.
  • Dooly, Melinda & Tudini, Vincenza (forthcoming, 2022). ‘We should google that’: The interactional dynamics of student-teachers in an online weekly meeting. Classroom Discourse.
  • Moustaoui, A. & Llompart, Júlia (forthcoming, 2021). Family, School, and intersectionality: ethnography of multilingual repertoires in Spanish youth of Moroccan origin in Spain. Sociolinguistic Studies.

Chapters

  • Corona, Víctor, Vallejo, Claudia, Moore, Emilee & Solans, Jorge (forthcoming, 2021). Is English important in your life? A collaborative experience in a secondary school. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Dooly, Melinda (forthcoming, 2022). ‘We will have to remember this as teachers’: A micro-analytical approach to student-teacher online interaction and teacher identity. In H. Kayi-Aydar & J. Reinhardt (Eds.) Contemporary perspectives on language teacher development in digital contexts. London/Amsterdam: John Benjamins.
  • Dooly, Melinda (forthcoming, 2021). ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange. In Dolors Masats & Luci Nussbaum (Eds.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. London: Taylor & Francis/Routledge.
  • Dooly, Melinda (forthcoming, 2021). Project-based language learning. In Dolors Masats & Cèlia Pratginestós (Eds.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
  • Dooly, Melinda & Czura, Anna (forthcoming, 2021). Let's talk about el catalan's😉”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction. In Dolors Masats & Luci Nussbaum (Eds.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. London: Taylor & Francis/Routledge.
  • Dooly, Melinda, Fuchs, Carolin & Hauck, Mirjam (forthcoming, 2021). Afterword. In Carolin Fuchs, Mirjam Hauck & Melinda Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction. Cham: Springer.
  • Fuchs, Carolin, Dooly, Melinda & Hauck, Mirjam (forthcoming, 2021). Autonomy and technology: Potential game-changers in language education. An introduction.  In Carolin Fuchs, Mirjam Hauck & Melinda Dooly (Eds.). Language education in digital spaces: Perspectives on autonomy and interaction. Cham: Springer.
  • Kruszynska, Klaudia, & Dooly, Melinda (forthcoming, 2022). Thinking allowed: Analyzing students' critical thinking and language awareness through linguistic landscapes. In Silvia Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.
  • Llompart, Júlia (forthcoming, 2021). Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction. in Dolors Masats & Luci Nussbaum (Eds.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.​
  • Llompart, Júlia (forthcoming, 2021). El análisis conversacional y la investigación acción colaborativa y etnográfica para el estudio de las prácticas plurilingües en las aulas. In Gabriela Prego Vázquez & Luz Zas Varela (Eds.), Super-diversidad lingüística en el aula: una mirada etnográfica y  multidisciplinar. Colección Lengua y Sociedad en el Mundo Hispánico. Madrid: Iberoamericana, Frankfurt: Vervuert. 
  • Llompart, Júlia (forthcoming, 2021). Doing sociolinguistic research using a digital poster: empowering youth through a collaborative project. In David Poveda & Cristina Aliagas (Eds.), Artefacts for collaborative research with children and youth. Universidad Autónoma de Madrid. 
  • López, Mónica & Dooly, Melinda (forthcoming, 2022). Languages: (in)visibility matters. In Silvia Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.
  • Mont, Maria, Masats, Dolors & Dooly, Melinda. (forthcoming 2021). Launching a solidarity campaign to support four Syrian kids stranded in Greece. In Dolors Masats & Cèlia Pratginestós (Eds.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
  • Marjanovic, Jelena, Dooly, Melinda & Sadler, Randall (forthcoming, 2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. In Carolin Fuchs, Mirjam Hauck & Melinda Dooly (Dirs.) Language education in digital spaces: Perspectives on autonomy and interaction. Amsterdam: Springer.
  • Masats, Dolors, Dooly, Melinda, Juanhuix, Marta, Moore, Emilee i Vallejo, Claudia (forthcoming, 2021). Treballem junt(e)s per innovar: Col·laboració entre professorat i investigador(e)s en entorns plurilingües. In Dolors Masats & Cèlia Pratginestós (Eds.), L'aula com a àmbit d'investigació sobre l'ensenyament i l'aprenentatge de la llengua / El aula como ámbito de investigación sobre la enseñanza y el aprendizaje de la lengua / A aula como contexto de investigação sobre o ensino e a aprendizagem de língua / The classroom as a site for research on language teaching and learning. Bern: Peter Lang.
  • Masats, Dolors, Moore, Emilee & Herrera, Almudena (forthcoming, 2021). Linguistic mediation in digitally-enhanced non-formal contexts of English learning. In Dendrinos, B. (Ed.), Mediation as linguistic and cultural negotiation in plurilingual education. Abingdon, Oxon/New York: Routledge.
  • Moore, Emilee (forthcoming, 2021). Introduction: Inclusive epistemologies and practices of out-of-school English learning. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Moore, Emilee i Bernaus, Mercè (forthcoming, 2021). A multi-perspective tour of best practices. Perspective 1: Plurilingual education in Europe: contexts, initiatives and ongoing challenges. Routledge Handbook of Plurilingual Language Education. Abingdon, Oxon/New York: Routledge.
  • Moore, Emilee, Deal, Mandy & Herrera, Almudena (forthcoming, 2021). Making Colin the poet real: English language learning as embodied action, aesthetics and emotion. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Moore, Emilee, Vallejo, Claudia, Dooly, Melinda & Borràs, Eulàlia (forthcoming, 2021). Out-of-school language learning and educational equity. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Moore, Emilee & Morodo, Andy (forthcoming, 2021). Final reflections. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Moore, Emilee i Hawkins, Margaret R. (forthcoming, 2021). The affordances of an arts-based approach for building opportunities for young people’s learning. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Moore, Emilee, Llompart, Júlia, Vallejo, Claudia & Hawkins, Margaret R.. (forthcoming, 2022). Semiosis and ethicality in youth transnational digital storytelling. In Ulrich Schröder,  Elisabetta Adami & Jennifer Dailey-O’Cain (Dirs.), Multimodal Communication in Intercultural Interaction. Multilingual Matters.
  • Moore, Emilee & Vallejo, Claudia (forthcoming, 2021). “What do you like about Spain?”: Building understandings of people and places in interaction mediated by plurilingual and digital resources. In Dolors Masats & Luci Nussbaum (Dirs.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.​
  • Moore, Emilee, Vallejo, Claudia, Llompart, Júlia & Zhang, Miaomiao (forthcoming, 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. Bristol: Multilingual Matters.
  • Pfingsthorn, Joanna, Czura, Anna, Kramer, Christian & Stefl, Martin (forthcoming, 2021). Interculturality and professional identity: Exploring the potential of telecollaboration in foreign language teacher education. In Victoria, Mabel & Sangiamchit, Chittima (Dirs.) Interculturality and the English Language Classroom. Springer.
  • Pratginestós, Cèlia (forthcoming, 2021). 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. Routledge. 
  • Pratginestós, Cèlia & Masats, Dolors (forthcoming, 2021). Learning English in translocal exchanges in Instagram chat. In Emilee Moore & Claudia Vallejo (Eds.) Teaching and learning English in non-formal educational spaces: An inclusive approach to research and praxis. Peter Lang.  
  • Sadler, Randall & Dooly, Melinda (forthcoming, 2022). Telecollaboration. In Marta González-Lloret & Nicole Ziegler (Eds.) Routledge Handbook of SLA & Technology. London: Taylor & Francis/Routledge.
  • Vallejo, Claudia (forthcoming, 2021). 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 (Dirs.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.​
  • Zhang, Miaomiao & Llompart, Júlia (forthcoming, 2021). Participant roles in linguistic mediation activities in a digital storytelling project. In Moore, Emilee & Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and actionPeter Lang.

Edited Books

  • Fuchs, Carolin, Hauck, Mirjam & Dooly, Melinda (Eds.) (forthcoming, 2021). Language education in digital spaces: Perspectives on autonomy and interaction. Cham: Springer.
  • Masats, Dolors & Nussbaum, Luci (Eds.) (forthcoming, 2021). ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.
  • Masats, Dolors & Pratginestós, Cèlia (Eds.) (forthcoming, 2021), L'aula com a àmbit d'investigació sobre l'ensenyament i l'aprenentatge de la llengua / El aula como ámbito de investigación sobre la enseñanza y el aprendizaje de la lengua / A aula como contexto de investigação sobre o ensino e a aprendizagem de língua / The classroom as a site for research on language teaching and learning. Bern: Peter Lang.
  • Masats, Dolors & Pratginestós, Cèlia (Eds.) (forthcoming, 2021). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
  • Moore, Emilee & Vallejo, Claudia (Eds.) (forthcoming, 2021). Learning English out of school: An inclusive approach to research and action. Bern: Peter Lang.

Edited Special Issues

  • Jakonen, Teppo, Balaman, Ufuk & Dooly, Melinda (forthcoming, 2022). Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom. Classroom Discourse.

Conference Proceedings

  • Czura, Anna (en prensa, 2021). Virtual exchange in foreign language for specific purposes courses: Assessment strategies and tools. AELFE-TAPP 2021 Conference Proceedings.
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