2018

Artículos

• Bradley, Jessica, Emilee Moore, Louise Atkinson y James Simpson. (2018). Translanguaging creativity: creating spaces for the visual and the audible. En Melinda Dooly & Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue: Language and Intercultural Communication, 18 (1), 54-73.
• Callaghan, John, Emilee Moore y James Simpson. (2018). Coordinated action, communication and creativity in basketball in superdiversity. En Melinda Dooly & Claudia Vallejo (Eds.), Bridging across languages and cultures in everyday lives: new roles for changing scenarios. Special Issue: Language and Intercultural Communication, 18 (1), 28-53.
• Czura, Anna (2018). Developing student teachers’ professional skills abroad: PluriMobil resources. The Teacher Trainer, 52(3), 13-17.
• Czura, A. y Anklewicz, A. (2018). Pupils’ and teachers’ perceptions of CLIL in primary school: A case study, Linguodidactica, 22, 47-63. DOI: https://doi.org/10.15290/lingdid. 
• Dooly, Melinda (2018). “I do which the question”: Students’ innovative use of technology resources in the language classroom. Language Learning & Technology, 22 (1), 184-217. DOI 10125/44587.
• 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 & 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.
• Knight, Janine, Melinda Dooly y Elena Barberà. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. System, 78, 65-78.
• Llompart, Júlia y González, A. (2018). Jugar a lingüistas: una propuesta didáctica para el alumnado plurilingüe. Cuadernos de Pedagogía, 488, pp. 40-45 
• Masats, Dolors & Paula Guerrero. (2018). The ins and outs of teamworking: When university teachers, in-service secondary teachers and pre-service teachers collaborate to transform learning. European Journal Of Social Science Education And Research, 5(3), 188-196. Disponible en: http://journals.euser.org/index.php/ejser/article/view/3889
• 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.
• Moore, Emilee, Evnitskaya, Natalia y Ramos, Lisette (2018). Teaching and learning science in linguistically diverse classrooms. Cultural Studies of Science Education, 13 (2), 341-352. DOI: https://doi.org/10.1007/s11422-016-9783-z.
• Noguerol, Artur (2018). Parlant de Jesús Tusón. Didacticae, 3,1. https://revistes.ub.edu/index.php/didacticae/article/view/21762/23442

Capítulos de libros

• Bradley, Jessica y Emilee Moore (2018). Resemiotization and creative production: extending the translanguaging lens. En A. Sherris y E. Adami (Coords.) Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces (pág. 91-111). Clevedon: Multilingual Matters. DOI: https://doi.org/10.21832/9781788921923-009
• Czura Anna (2018). Students teachers’ international experience and their beliefs about developing intercultural communicative competence. En M. Pawlak y A. Mystkowska-Wiertelak (Coords.), Challenges of second and foreign language education in a globalized world (pág. 327-344). Cham: Springer.
• Dooly, Melinda (2018). '¡Flipo con tus clases!’: La formación de profesorado en la didáctica de lenguas a través de clases invertidas y telecolaboración [‘Your Classes Flip Me Out!': The Training of Language Teachers Through Flipped Classes and Telecollaboration]. En M. González-Lloret y M. Vinagre (Coords.) Comunicación Mediada por Tecnologías - Aprendizaje y Enseñanza de la Lengua Extranjera (pág. 167-182). UK: Equinox.
• Dooly, Melinda (2018). “I h8 txt msgs”. How social media has had an impact on language awareness. En Peter Garrett y Josep Maria Cots (Coords.) The Routledge handbook of language awareness (pág. 306-322). London/New York: Routledge.
• Dooly, Melinda (2018). Collaborative learning. En John I. Liontas y Margo DelliCarpini (Coords.) The TESOL encyclopedia of English language teaching (online). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9781118784235.eelt0394
• Dooly, Melinda y Robert O'Dowd.  (2018). Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practices. En Melinda Dooly & Robert O'Dowd (Coords.) In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pág. 11-34). New York/Bern: Peter Lang. Gold open access
• Llompart-Esbert, Júlia y Luci Nussbaum. (2018). Doing plurilingualism at school: keys concepts and perspectives. En Silvia Melo-Pfeifer y Christian Helmchen (Coords.), Plurilingual Literacy Practices. Peter Lang
• Mont, Maria y Dolors Masats. (2018). Tips and suggestions to implement telecollaborative projects with young learners. En Melinda Dooly y Robert O'Dowd (Coords.) In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pág. 92-122). New York/Bern: Peter Lang. Gold open access
• Moore, Emilee y Juli Palou. (2018).  Reading in multilingual environments.  En Silvia Melo-Pfeifer y Christian Helmchen (Coords.), Plurilingual Literacy Practices. Peter Lang.
• 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.

Coordinación de libros

• Dooly, Melinda y Robert O'Dowd. (Coords.) (2018). In This Together: Teachers’ Experiences with Transnational, Telecollaborative Language Learning Projects. New York/Bern: Peter Lang. Gold open access.
• Dooly, Melinda y Robert O'Dowd. (Coordinadores de la colección) (2018). En Claudia Grümpel & Analía Cuadrado Rey (Coords.) A plurilingual corpus on telecollaboration in third languages. Telecollaboration in Education, vol. 5. Bern: Peter Lang.

Volumenes temáticos

• 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.

Libros blanco y informes

• Baynhan, Michael, James Callaghan, Jolana Hanusova, Emilee Moore y James Simpson. (2018). Translanguaging immigration law: A legal advice drop-in service. Working Papers in Translanguaging and Translation, 33.
• Dooly, Melinda y Steven L. Thorne. (2018). Knowledge for network-based education, cognition & teaching: Competences for the 21st century. KONECT white paper. KONECT: Barcelona.

Actas de congresos

• Dooly, Melinda (2018). Foreword. En Ruth Breeze & Pilar Gerns (Eds.) Developing creativity in content and language learning (pp. 3-6). Pamplona: Servicio de Publicaciones de la Universidad de Navarra
• Mont, Maria, y Dolors Masats. (2018). Training teachers for a new era. En Ahmet Ecirli (Ed.), 16th International Conference on Social Sciences Proceedings Book (pp. 219-227). Francia: EUSER.

Reseñas de libros

• 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