En prensa

Artículos

  • Bergroth, M.; Llompart, J.; 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
  • Birello, Marilisa, Llompart, Júlia y Moore, Emilee (en prensa, 2021). Being a plurilingual versus becoming a linguistically sensitive teacher: Tensions in the discourse of initial teacher education students. International Journal of Multilingualism.
  • Dooly, Melinda y O'Dowd, Robert. (en prensa 2021). Exploring teachers’ professional development through participation in virtual exchange. ReCALL.
  • Dooly, Melinda y Tudini, Vincenza (en prensa, 2022). ‘We should google that’: The interactional dynamics of student-teachers in an online weekly meeting. Classroom Discourse.
  • Dooly, Melinda y Vinagre, Margarida. (en prensa 2022). Research into practice: Virtual exchange in language teaching and learning. Language Teaching.
  • Erling, Elisabeth y Moore, Emilee (en prensa, 2021). Socially just plurilingual education in Europe: Shifting subjectivities through research and action. International Journal of Multilingualism.
  • Moustaoui, A. y Llompart, Júlia (en prensa, 2021). Family, School, and intersectionality: ethnography of multilingual repertoires in Spanish youth of Moroccan origin in Spain. Sociolinguistic Studies.
  • Tudini, Vincenza y Dooly, Melinda. (aceptado). Complaining for rapport building: troubles talk in a preservice language teacher online video exchange. Linguistics & Education.

Capítulos de libros

  • Dooly, Melinda. (en prensa, 2022). ‘We will have to remember this as teachers’: A micro-analytical approach to student-teacher online interaction and teacher identity. En H. Kayi-Aydar y J. Reinhardt (Coords.) Contemporary perspectives on language teacher development in digital contexts. London/Amsterdam: John Benjamins.
  • Dooly, Melinda. (en prensa, 2021). ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange. En D. Masats y L. Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. London: Taylor & Francis/Routledge.
  • Dooly, Melinda. (en prensa, 2021). Project-based language learning. En D. Masats y C. Pratginestós (Coords.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
  • Dooly, Melinda y Czura, Anna. (en prensa, 2021). Let's talk about el catalan's😉”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction. En D. Masats y L. Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. London: Taylor & Francis/Routledge.
  • Dooly, Melinda, Fuchs, Carolin y Hauck, Mirjam. (en prensa, 2021). Afterword. A C. Fuchs, M. Hauck & M. Dooly (Coords.). Language education in digital spaces: Perspectives on autonomy and interaction. Cham: Springer.
  • Fuchs, Carolin, Dooly, Melinda y Hauck, Mirjam. (en prensa, 2021). Autonomy and technology: Potential game-changers in language education. An introduction.  En C. Fuchs, M. Hauck y M. Dooly (Coords.). Language education in digital spaces: Perspectives on autonomy and interaction. Cham: Springer.
  • 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.
  • Llompart, Júlia (en prensa, 2021). Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction. En Dolors Masats y Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.
  • Llompart, Júlia. (en prensa, 2021). El análisis conversacional y la investigación acción colaborativa y etnográfica para el estudio de las prácticas plurilingües en las aulas. En G. Prego Vázquez y Luz Zas Varela (Coords.), 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 (en prensa, 2021). Doing sociolinguistic research using a digital poster: empowering youth through a collaborative project. En David Poveda y Cristina Aliagas (Coords.), Artefacts for collaborative research with children and youth. Universidad Autónoma de Madrid. 
  • López, Mónica y Dooly, Melinda. (en prensa, 2022). Languages: (in)visibility matters. En S. Melo-Pfeifer (Ed.) Linguistic landscapes and teacher education. Cham: Springer.
  • Moore, Emilee y Bernaus, Mercè (en prensa, 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.
  • Marjanovic, Jelena, Dooly, Melinda y Sadler, Randall (en prensa, 2021). From autonomous learners to self-directed teachers in telecollaboration: Teachers look back and reflect. En Carolin Fuchs, Mirjam Hauck y Melinda Dooly (Coords.) Language education in digital spaces: Perspectives on autonomy and interaction. Amsterdam: Springer.
  • Masats, Dolors, Dooly, Melinda, Juanhuix, Marta, Moore, Emilee y Vallejo, Claudia (en prensa, 2021). Treballem junt(e)s per innovar: Col·laboració entre professorat i investigador(e)s en entorns plurilingües. En D. Masats y C. Pratginestós (Coords.), 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 y Herrera, Almudena (en prensa, 2021). Linguistic mediation in digitally-enhanced non-formal contexts of English learning. En Dendrinos, B. (Coord.), Mediation as linguistic and cultural negotiation in plurilingual education. Abingdon, Oxon/New York: Routledge.
  • Mont, Maria, Masats, Dolors y Dooly, Melinda. (en premsa, 2021). Launching a solidarity campaign to support four Syrian kids stranded in Greece. En D. Masats y C. Pratginestós (Coords.). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
  • Moore, Emilee, Vallejo, Claudia, Llompart, Júlia y Zhang, Miaomiao (en prensa, 2021). Building scalar frames of understandability in ‘trans’ practices within a Catalan Global StoryBridges site. En M. Hawkins (Coord.), Transmodal Communications: Transpositioning Semiotics and Relations. Bristol: Multilingual Matters.
  • Pfingsthorn, Joanna, Czura, Anna, Kramer, Christian, y Stefl, Martin (en prensa, 2021). Interculturality and professional identity: Exploring the potential of telecollaboration in foreign language teacher education. En Victoria, M., y Sangiamchit, C. (Coords.) International Perspectives on Interculturality in English Language Teaching. Palgrave Macmillan.​
  • Sadler, Randall y Dooly, Melinda. (en prensa, 2022). Telecollaboration. En Marta González-Lloret y Nicole Ziegler (Coords.). Routledge Handbook of SLA & Technology. London: Taylor & Francis/Routledge.
  • Zhang, Miaomiao y Llompart, Júlia (en prensa, 2021). Language Mediation in a Digital Storytelling Project. En Moore, Emilee y Vallejo, Claudia (Coords.) Teaching and Learning in Non-formal Educational Spaces: An Inclusive Approach to Research and Praxis. Peter Lang.

Edición de libros

  • Fuchs, Carolin, Hauck, Mirjam y Dooly, Melinda (Coords.) (en prensa, 2021). Language education in digital spaces: Perspectives on autonomy and interaction. Amsterdam: Springer.
  • Masats, Dolors y Nussbaum, Luci (Coords.) (en prensa, 2021). ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.
  • Masats, Dolors y Pratginestós, Cèlia (Coords.) (en prensa, 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 y Pratginestós, Cèlia (Coords.) (en prensa, 2021). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science.
  • Moore, Emilee y Vallejo, Claudia (Coords.) (en prensa, 2021). Teaching and learning English in non-formal educational spaces: An inclusive approach to research and praxis. Bern: Peter Lang.

Edición de volúmenes temáticos

  • Erling, Elisabeth y Moore, Emilee (Coords.) (en prensa, 2021). Socially just plurilingual education in Europe: Shifting subjectivities through research and action. International Journal of Multilingualism.
  • Jakonen, Teppo, Balaman, Ufuk & Dooly, Melinda (en prensa, 2022). Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom. Classroom Discourse.
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