2018

Articles

• Bradley, Jessica, Emilee Moore, Louise Atkinson i James Simpson. (2018). Translanguaging creativity: creating spaces for the visual and the audible. A Melinda Dooly i 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 i James Simpson. (2018). Coordinated action, communication and creativity in basketball in superdiversity. A Melinda Dooly i 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. i 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 i Nuriya Davitova. (2018). ‘What can we do to talk more?’ Analysing language Learners’ online interaction. A Paul Seedhouse, Olcay Sert i 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 i Claudia Vallejo. (2018). Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. A Melinda Dooly i 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 i Elena Barberà. (2018). Multimodal meaning making: Navigational acts in online speaking tasks. System, 78, 65-78.
• Llompart, Júlia i González, A. (2018). Jugar a lingüistas: una propuesta didáctica para el alumnado plurilingüe. Cuadernos de Pedagogía, 488, pp. 40-45 
• Masats, Dolors i 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.
• Moore, Emilee i 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 i 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.

Capitols de llibres

• Bradley, Jessica i Emilee Moore (2018). Resemiotization and creative production: extending the translanguaging lens. A: A. Sherris i E. Adami (Dirs.) Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces (pp. 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. A M. Pawlak i A. Mystkowska-Wiertelak (Dirs.), 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]. A M. González-Lloret i M. Vinagre (Dirs.) Comunicación Mediada por Tecnologías - Aprendizaje y Enseñanza de la Lengua Extranjera (pàg. 167-182). UK: Equinox.
• Dooly, Melinda (2018). “I h8 txt msgs”. How social media has had an impact on language awareness. A Peter Garrett i Josep Maria Cots (Dirs.) The Routledge handbook of language awareness (pàg. 306-322). London/New York: Routledge.
• Dooly, Melinda (2018). Collaborative learning. A John I. Liontas i Margo DelliCarpini (Dirs.) The TESOL encyclopedia of English language teaching (online). Hoboken, NJ: John Wiley & Sons. doi:10.1002/9781118784235.eelt0394
• Dooly, Melinda i Robert O'Dowd. (2018). Telecollaboration in the foreign language classroom: A review of its origins and its application to language teaching practices. A Melinda Dooly i Robert O'Dowd (Dirs.) In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pàg. 11-34). New York/Bern: Peter Lang. Gold open access
• Llompart-Esbert, Júlia i Luci Nussbaum. (2018). Doing plurilingualism at school: keys concepts and perspectives. A Silvia Melo-Pfeifer i Christian Helmchen (Dirs.) Plurilingual Literacy Practices (pp. 19-39). Peter Lang
• Mont, Maria i Dolors Masats. (2018). Tips and suggestions to implement telecollaborative projects with young learners. A Melinda Dooly i Robert O'Dowd (Dirs.) In this together: Teachers’ experiences with transnational, telecollaborative language learning projects (pàg. 92-122). New York/Bern: Peter Lang. Gold open access
• Moore, Emilee i Juli Palou. (2018).  Reading in multilingual environments.  A Silvia Melo-Pfeifer i Christian Helmchen (Dirs.), Plurilingual Literacy Practices (pp. 79-102). Peter Lang.
• Vallejo, Claudia i Artur Noguerol. (2018). La multiculturalitat en els projectes de treball: les catifes viatgeres. A Silvia Melo-Pfeifer i Christian Helmchen (Dirs.), Plurilingual Literacy Practices. Peter Lang, 103-118.

Edició de llibres

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

Edició de volumens temàtics

• Dooly, Melinda i Claudia Vallejo. (Dirs.) (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.

Llibres blancs i informes

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

Actes de conferències

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

Resenyes de llibres

• Vallejo, Claudia (2018) Book review: Translanguaging: Language, Bilingualism, and Education. O. García i Li Wei (2014). New York: Palgrave McMillan. Bellaterra Journal of Teaching and Learning Language and Literature, 11(1), pp. 85-95. Disponible a: https://revistes.uab.cat/jtl3/article/view/v11-n1-vallejo/764-pdf-en