2021 | GREIP

Artículos

Batllé, Jaume y Deal, Mandy (2021). Teacher epistemic stance as a trouble in foreign language classroom interaction. Journal of Pragmatics, 176, 15-25.
Bergroth, Mari, Llompart-Esbert, Júlia, Pepiot, Nathalie, Sierens, Sven, Dražnik, Tjaša y Van Der Worp, Karin (2021). Whose action research is it?: Promoting linguistically sensitive teacher education in Europe, Educational Action Research, 1-20. DOI: 10.1080/09650792.2021.1925570
Bergroth, Mari; Llompart, Júlia; Pepiot, Nathalie; van der Worp, Karin; Dražnik, Tjaša y Sierens, Sven (2021). Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies. European Educational Research Journal, 1-21 (first view online). https://doi.org/10.1177/14749041211012500
Birello, Marilisa, Llompart, Júlia y Moore, Emilee (2021). Being a plurilingual speaker versus becoming a linguistically sensitive teacher: contradictions in the discourses of initial teacher education students. International Journal of Multilingualism. DOI: https://doi.org/10.1080/14790718.2021.1900195
Czura Anna y Baran-Łucarz Małgorzata (2021). “A stressful unknown” or “an oasis”?: Students’ perceptions of assessment in an in-class and online course of practical phonetics. Ikala Revista de Lenguaje y Cultura, 26(3), 623-641. DOI: https://doi.org/10.17533/udea.ikala.v26n3a09
Dooly, Melinda, Masats, Dolors y Mont, Maria (2021). Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness. Journal of Technology and Science Education, 11(2), 260-269. DOI: https://dx.doi.org/10.3926/jotse.1224
Dooly, Melinda y Vinagre, Margarita. (2021). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 1-15. doi:10.1017/S0261444821000069.
Erling, Elisabeth y Moore, Emilee (2021). Introduction: Socially just plurilingual education in Europe: Shifting subjectivities through research and action. International Journal of Multilingualism. DOI: https://doi.org/10.1080/14790718.2021.1913171
Fontich, Xavier (2021). Consideraciones sobre la enseñanza y el aprendizaje de la gramática de la primera lengua en la escuela. RILCE Revista de Filología Hispánica, 37(2). 567-89. https://doi.org/10.15581/008.37.2.567-89
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
Llompart, Júlia (2021). Lenguas, migración y escuela. Textos de Didáctica de la Lengua y la Literatura, 94. 30-35.
Llompart, Júlia (2021). Llengües, migració i escola. Articles de Didàctica de la Llengua i la Literatura, 91, 41-50.
Tudini, Vincenza y Dooly, Melinda. (2021). Complaining for rapport building: Troubles talk in a preservice language teacher online video exchange. Linguistics and Education, 64, 100941,
https://doi.org/10.1016/j.linged.2021.100941.

Capítulos de libros

Corona, Víctor, Vallejo, Claudia, Moore, Emilee y Solans, Jorge (2021). Is English important in your life? A collaborative experience in a secondary school. En Moore, Emilee y Vallejo, Claudia (Coords.) Learning English out of school: An inclusive approach to research and action (pp. 43-67). Peter Lang.
Dooly, Melinda, Fuchs, Carolin y Hauck, Mirjam (2021). Afterword. En Carolin Fuchs, Mirjam Hauck y Melinda Dooly (Coords.). Language education in digital spaces: Perspectives on autonomy and interaction (225-230). Springer.
Fuchs, Carolin, Dooly, Melinda y Hauck, Mirjam (2021). Introduction. Autonomy and technology: Potential game-changers in language education. En Carolin Fuchs, Mirjam Hauck y Melinda Dooly (Coords.). Language education in digital spaces: Perspectives on autonomy and interaction (pp. 1-15). Springer.
Marjanovic, Jelena, Dooly, Melinda y Sadler, Randall (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 (pp. 113-133). Springer.
Moore, Emilee (2021). Introduction: Inclusive epistemologies and practices of out-of-school English learning. En Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 7-25). Peter Lang.
Moore, Emilee y Bernaus, Mercè. (2021). A multi-perspective tour of best practices. Perspective 1: Plurilingual education in Europe: contexts, initiatives and ongoing challenges. En Enrica Piccardo, Aline Germain-Rutherford y Geoff Lawrence (Coords.) Routledge handbook of plurilingual language education (pp. 378-384). Abingdon, Oxon/New York: Routledge.
Moore, Emilee, Deal, Mandy y Herrera, Almudena (2021). Making Colin the poet real: English language learning as embodied action, aesthetics and emotion. AEn Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 143-160). Peter Lang.
Moore, Emilee y Hawkins, Margaret R. (2021). The affordances of an arts-based approach for building opportunities for young people’s learning. En Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 99-117). Peter Lang.
Moore, Emilee y Morodo, Andy (2021). Final reflections. En Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 161-164). Peter Lang.
Moore, Emilee, Vallejo, Claudia, Dooly, Melinda y Borràs, Eulàlia (2021). Out-of-school language learning and educational equity. En Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 27-42). Peter Lang.
Moore, Emilee, Vallejo, Claudia, Llompart, Júlia y Zhang, Miaomiao (2021). Building scalar frames of understandability in ‘trans’ practices within a Catalan Global StoryBridges site. En Margaret Hawkins (Coord.), Transmodal Communications: Transpositioning Semiotics and Relations (pp. 22-42). Multilingual Matters.
Pfingsthorn, Joanna, Czura, Anna, Kramer, Christian y Stefl, Martin (2021). Interculturality and professional identity: Exploring the potential of telecollaboration in foreign language teacher education. En Victoria, Mabel y Sangiamchit, Chittima (Coords.) Interculturality and the English Language Classroom (pp. 83-116). Springer.
Pratginestós, Cèlia y Masats, Dolors (2021). Learning English in translocal exchanges in Instagram chat. En Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 69-97). Peter Lang.
Zhang, Miaomiao y Llompart, Júlia (2021). Participant roles in linguistic mediation activities in a digital storytelling project. En Moore, Emilee y Vallejo, Claudia (Dirs.) Learning English out of school: An inclusive approach to research and action (pp. 119-141). Peter Lang.

Libros

Fuchs, Carolin, Hauck, Mirjam y Dooly, Melinda (Coords.) (2021). Language education in digital spaces: Perspectives on autonomy and interaction. Springer.
Moore, Emilee y Vallejo, Claudia (Coords.) (2021). Learning English out of school: An inclusive approach to research and action. Peter Lang.

Edición de volúmenes temáticos

Erling, Elisabeth y Moore, Emilee (Dirs.) (2021). Socially just plurilingual education in Europe: Shifting subjectivities through research and action. International Journal of Multilingualism.

Actas de congresos

Czura Anna y Dooly Melinda (2021). Foreign language assessment in virtual exchange – The ASSESSnet project. Collated Papers for the ALTE 7th International Conference. ALTE: Madrid.
Czura, Anna (2021). Virtual exchange in foreign language for specific purposes courses: Assessment strategies and tools. AELFE-TAPP 2021 Conference Proceedings.