2022

Artículos

  • García Folgado, María José, Fontich Vives, Xavier y Rodríguez Gonzalo, Carmen (2022). ¿Y si la gramática fuera útil? Aportaciones a la investigación sobre la enseñanza de la gramática y las prácticas reflexivas. TEJUELO. Didáctica De La Lengua Y La Literatura, 35(2), 1-13. https://tejuelo.unex.es/article/view/4319
  • O'Dowd, Robert, y Dooly, Melinda. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21-36. DOI: https://doi.org/10.1017/S0958344021000215

Capítulos de libros

  • Borràs, Eulàlia (2022). Plurilingual teamwork practices in an internationalised setting at a Catalan university. En Dolors Masats y Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 109-122). Taylor & Francis/Routledge.
  • Borràs, Eulàlia y Nussbaum, Luci (2022). Plurilingual modes of interaction in English-medium university classes. En Dolors Masats y Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 15-26). Taylor & Francis/Routledge.
  • Dooly, Melinda (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 (pp. 67-90). John Benjamins.
  • Dooly, Melinda (2022). ‘Can you repeat please?’ Young learners’ emergent awareness and use of interactional repertoires in a telecollaborative exchange. En Dolors Masats y Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 149-161). Taylor & Francis/Routledge.
  • Dooly, Melinda y Czura, Anna (2022). Let's talk about el catalan's😉”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction. En Dolors Masats y Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 200-211). Taylor & Francis/Routledge.
  • Llompart, Júlia (2022). 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 (pp. 54-65)Routledge.
  • Masats, Dolors (2022). Doing 'being sociolinguists': Students' envisagement of languages, varieties and uses. En Dolors Masats i Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 95-106). Routledge.​
  • Masats, Dolors y Noguerol, Artur. (2022). Creating a plurilingual space through talk-in-interaction. En Dolors Masats y Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 27-39). Routledge.​
  • Moore, Emilee (2022). “How do the apples reproduce?”: Mediation-in-interaction in a university CLIL course. En Dolors Masats y Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 134-146). Routledge.​
  • Moore, Emilee y Vallejo, Claudia (2022). “What do you like about Spain?”: Building understandings of people and places in interaction mediated by plurilingual and digital resources. En Dolors Masats y Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 162-174). Routledge.​
  • Ploettner, Joan (2022). Multimodality in English medium higher education. A Dolors Masats i Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 123-133). Taylor & Francis/Routledge.
  • Pratginestós, Cèlia (2022). Interactional competence in transnational plurilingual peer interactions. En Dolors Masats y Luci Nussbaum (Coords.) ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge. 
  • Sadler, Randall y Dooly, Melinda (2022). Telecollaboration. En Marta González-Lloret y Nicole Ziegler (Coords.) Routledge handbook of SLA & technology (246-257). Taylor & Francis/Routledge.
  • Vallejo, Claudia (2022). Plurilingual practices and pluriliteracies in an after-school program: Encouraging children’s use of their entire repertoire for meaning making. A Dolors Masats i Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.​

Edición de libros

  • Dolors Masats i Luci Nussbaum (Dirs.) (2022). Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.​
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