Publicaciones de alumnos doctorales y alumnado máster

En prensa

• Kruszynska, Klaudia y Dooly, Melinda. (en prensa, 2022). Thinking allowed: Analyzing students' critical thinking and language awareness through linguistic landscapes. En S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.
• Marjanovic, Jelena, Dooly, Melinda y Sadler, Randall (aceptado). 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. Amsterdam: Springer.
• Moore, Emilee, Vallejo, Claudia, Llompart, Júlia y Zhang, Miaomiao (en preparación, 2021). Constructing locality and translocality in transidiomatic practices within a Global StoryBridges site. En M. Hawkins (Coord.), Transmodalities in translocal and transnational communications: Global youth negotiating identity, place and positioning. Bristol: Multilingual Matters.

2021

• Batllé, Jaume y Deal, Mandy. (2021). Teacher epistemic stance as a trouble in foreign language classroom interaction. Journal of Pragmatics, 176, 15-25.
• Knight, Janine, Dooly, Melinda y 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

2020

• Dooly, Melinda y Claudia Vallejo (2020). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 81-97. DOI: 10.1080/13670050.2019.1598933.
• Knight, Janine; Dooly, Melinda, y Barberà, Elena. (2020). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 32(1), 25-46. doi:10.1017/S0958344019000132
• Knight, Janine, Dooly, Melinda y Barberà, Elena (2020 early view). Getting smart: towards critical digital literacy pedagogies, Social Semiotics. DOI: 10.1080/10350330.2020.1836815
• Vallejo, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. En Emilee Moore, Jessica Bradley y James Simpson (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p. 234-250). Bristol: Multilingual Matters.
• Vallejo, Claudia (online 2020) Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation. Language and Intercultural Communication, DOI: 10.1080/14708477.2020.1763378. 
• Dooly, Melinda y Vallejo, Claudia (Coords.) (2020). The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: ​Journal of Bilingual Education and Bilingualism, 23(1).
• Robbins, Jackie. (2020). Effective moderation in asynchronous discussion forums in online language classrooms. Bellaterra Journal of Teaching & Learning Language & Literature, 18(4), 1-22. DOI: https://doi.org/10.5565/rev/jtl3.898
• Vallejo, Claudia y Melinda Dooly (2020). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 1-16.  DOI: ​10.1080/13670050.2019.1600469
• Vallejo, Claudia, Moore, Emilee, Llompart, Júlia, y Hawkins, Maggie (2020). Semiosis y cosmopolitismo crítico: Un análisis transmodal de un dilema ético en comunicación transnacional entre jóvenes. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 304-325. DOI: 10.30827/profesorado.v24i1.9130

2019

• Dooly, Melinda; Mont, Maria y Vallejo, Claudia. (2019). Coordinating between classes: Tasks and tools. En Dolors Masats, Maria Mont y 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. En Dolors Masats, Maria Mont y 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. En Dolors Masats, Maria Mont y 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, y 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. En Dolors Masats, Maria Mont y 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 y Gonzalez-Acevedo, Nathaly (2019). Preface. En Dolors Masats, Maria Mont y 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. EIn Dolors Masats, Maria Mont y 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 y 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 y Vallejo, Claudia. (Coords.) (online 2019). Special Issue: The evolution of language teaching: Towards plurilingualism and translanguaging. Journal of Bilingual Education and Bilingualism.
• Dooly, Melinda y 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 y Claudia Vallejo. (2019). Making Literacy Meaningful: Teaching pronunciation across languages.
• Dooly, Melinda y Claudia Vallejo. (2019). Making Literacy Meaningful: Creating an inclusive supportive language environment.
• Dooly, Melinda y Claudia Vallejo. (2019). Making Literacy Meaningful: Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua.
• Dooly, Melinda y Claudia Vallejo. (2019). Making Literacy Meaningful: First and other language acquisition: Activities for promotion of language learning across all levels.
• Dooly, Melinda y 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 y Claudia Vallejo. (2019). Making Literacy Meaningful: FAQs about plurilingual Education: Key issues and some informed answers.
• Vallejo, Claudia y 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

• Dooly, Melinda y Nuriya Davitova. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. En Paul Seedhouse, Olcay Sert & Ufuk Balaman (Eds.) Hacettepe University Journal of Education, Special Issue: Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives, 33, 215-237.
• Dooly, Melinda y Claudia Vallejo. (Eds.) (2018). Special Issue: Bridging across languages and cultures in everyday lives: New roles for changing scenarios. Language & Intercultural Communication, 18(1). DOI: 10.1080/14708477.2017.1400508.
• Dooly, Melinda y Claudia Vallejo. (2018). Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. En Melinda Dooly & Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue:Language & Intercultural Communication, 18(1), 1-8.
• Helm, Francesca. (2018). Emerging identities in virtual exchange. Dublin: Research-publishing.net
• Knight, Janine, Melinda Dooly y Elena Barberà. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. System, 78, 65-78.
• Knight, Janine, y Barbera, Elena (2018). Navigational Acts and Discourse: Fostering Learner Agency in Computer-Assisted Language Learning. Electronic Journal of e-Learning, 16(1), 67-76.
• Marjanovic, Jelena (2018). How well do they self-regulate? A case study of two undergraduate students’ self-regulated learning in a telecollaborative flipped classroom.  International Journal of Information and Education Technology, 8 (9), DOI: 10.18178/ijiet.2018.8.9.1117.​
• Moore, Emilee y Claudia Vallejo. (2018). Practices of conformity and transgression in an out-of-school reading programme for ‘at risk’ children. Linguistics and Education, 43, 25-38. DOI: https://doi.org/10.1016/j.linged.2017.09.003.
• Vallejo, Claudia (2018) Book review: Translanguaging: Language, Bilingualism, and Education. O. García & Li Wei (2014). New York: Palgrave McMillan. Bellaterra Journal of Teaching and Learning Language and Literature, 11(1), pp. 85-95. Disponible en: https://revistes.uab.cat/jtl3/article/view/v11-n1-vallejo/764-pdf-en
• Vallejo, Claudia y Artur Noguerol. (2018). La multiculturalitat en els projectes de treball: les catifes viatgeres. En Silvia Melo-Pfeifer y Christian Helmchen (Coords.), Plurilingual Literacy Practices. Peter Lang.

2017

• Barba, Javier (2017). EXPRESSART: A project-based language learning experience. Bellaterra Journal of Teaching & Learning Language & Literature, 9(4), 59-81.
• Helm, Francesca (2017). Critical approaches to online intercultural language education. En Steven Thorne & Stephen May (Eds.) Language, Education and Technology. Encyclopedia of Language and Education (3rd ed.) (pp. 1-13). London: SpringerOpen. DOI: https://doi.org/10.1007/978-3-319-02328-1_18-1
• Knight, Janine, y Barberà, Elena (2017). Learner agency and its effect on spoken interaction time in the target language. JALT CALL Journal, 13(3), 167-186.
• Knight, Janine, Elena Barbera y Christine Appel. (2017). A framework for learner agency in online spoken interaction tasks, ReCALL, 29(3), 276-293.
• Llompart Esbert, Júlia (2017). La transmissió lingüística intergeneracional inversa: quan fills i filles ensenyen llengua als progenitors. Treballs de Sociolingüística Catalana, 27, 63-76. DOI: 10.2436/20.2504.01.125
• Moore, Emilee y Claudia Vallejo. (2017) Practices of conformity and transgression in an out-of-school reading programme for ‘at risk’ children. Linguistics and Education. DOI: 10.1016/j.linged.2017.09.003.
• Ploettner, Joan y Eva Tresseras. (2017). An interview with Yrjö Engeström and Annalisa Sannino on activity theory. Bellaterra Journal of Teaching & Learning Language & Literature, 9(4), 87-98.

2016

• González Acevedo, Nathaly (2016). Technology-enhanced-gadgets in the teaching of English as a foreign language to very young learners. Ideas on implementation. Procedia - Social and Behavioral Sciences, 232, 507-513.
• Gonzalez-Acevedo Nathaly (2016) Book Review: Being a Teacher | Researcher. A Primer on Doing Authentic Inquiry Research on Teaching and Learning, by Konstantinos Alexakos (2015). Bellaterra Journal of Teaching & Learning Language & Literature 9(2), 115-119.  DOI: http://dx.doi.org/10.5565/rev/jtl3.681
• Helm, Francesca (2016). Facilitated dialogue  in online intercultural Exchange. En Tim Lewis & Robert O’Dowd (Eds.) Online intercultural exchange: Policy,pedagogy, practice (pp. 150-172). NY/London: Routledge.
• Helm, Francesca y Sarah Guth. (2016). Telecollaboration and language learning. En Fiona Farr & Liam Murray (Eds.) The Routledge handbook of language learning and technology (pp. 241-254). Abingdon/NY: Routledge.
• Llompart Esbert, Júlia (2016). Enseñar lengua en la superdiversidad: de la realidad sociolingüística a las prácticas de aula. Signo y Seña, 29, 11-32.
• Vallejo, Claudia y Emilee Moore. (2016). Prácticas plurilingües ‘transgresoras’ en un programa extraescolar de refuerzo de la lectura. Signo y Seña, 29, 33-61. Disponible en: http://revistas.filo.uba.ar/index.php/sys/article/view/543

2015

• Helm, Francesca (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology,19(2): 197-217. Disponible en: http://llt.msu.edu/issues/june2015/helm.pdf
• Moore, Emilee,  Joan Ploettner & Mandy Deal. (2015). Exploring Professional Collaboration at the boundary between content and Language Teaching from a CHAT Approach.  Ibérica, 30: 85-104. 
• Ploettner, Joan (2015). Learning opportunities through a student generated assessment tool. Bellaterra Journal of Teaching & Learning Language & Literature, 8(4), 62-81.

2014

• Cañete Outeiral, Anna Maria (2014). Assessment of young language learners: Using rubrics to bridge the gap between praxis and curriculum. Bellaterra Journal of Teaching & Learning Language & Literature, 7(1), 52-77.

2013

• Anguera Cerarols, Carles (2013). L'ensenyament de l'espai geogràfic en una aula d'anglès de primària. Bellaterra Journal of Teaching & Learning Language & Literature, 6(4), 33-53.
• Cuestas, Aida (2013). Using Skype in a primary class: A case study. Bellaterra Journal of Teaching & Learning Literaturre, 6(2): 49-68.
• Helm, Francesca (2013). A dialogic model for telecollaboration. Bellaterra Journal of Teaching & Learning Language & Literature, 6(2), 22-48.
• Llompart Esbert, Júlia (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.

2011

• Antoniadou, Victoria (2011). Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective, Bellaterra Journal of Teaching & Learning Language & Literature, 4(3): 53-70.
• Antoniadou, Victoria (2011). Using Activity Theory to understand the contradictions in an online transatlantic collaboration between student-teachers of English as a Foreign Language. ReCALL, 23(3): 233-251.
• Antoniadou, Victoria (2013). Special Editor. May/June 2013 (Monograph: Technology in Language Education). Bellaterra Journal of Teaching & Learning Language & Literature, 6(2).
• Nussbaum, Luci, Emilee Moore y Eulàlia Borràs. (2011). Accomplishing multilingualism through plurilingual activities. DYLAN Working Papers, 6b.

2010

• Corona, Víctor (2010) Globalización, Identidades y escuela: “lo latino” en Barcelona. En 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. En 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 y 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 y Adriana Patiño-Santos. (2010). Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5. DYLAN Project.

2009

• Goldsmith, Joshua (2009). Pacing and time allocation at the micro- and meso-level within the class hour: Why pacing is important, how to study it and what it implies for individual lesson planning. Bellaterra Journal of Teaching & Learning Language & Literature, 1(1), 30-48.