En premsa

Articles

  • Bergroth, M.; Llompart, J.; Pepiot, N.; Van der Wrop, K.; Sierens, S. (en premsa, 2021). Whose Action Research Is It? Promoting Linguistically Sensitive Teacher Education in Europe. Educational Action Research
  • Birello, Marilisa, Llompart, Júlia i Moore, Emilee (en premsa, 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, Masats, Dolors i Mont, Maria (en premsa 2021). Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness, Journal of Technology and Science Education.
  • Dooly, Melinda i O'Dowd, Robert. (en premsa 2021). Exploring teachers’ professional development through participation in virtual exchange. ReCALL.
  • Dooly, Melinda i Tudini, Vincenza (en premsa, 2022). ‘We should google that’: The interactional dynamics of student-teachers in an online weekly meeting. Classroom Discourse.
  • Dooly, Melinda i Vinagre, Margarida. (en premsa 2022). Research into practice: Virtual exchange in language teaching and learning. Language Teaching.
  • Erling, Elisabeth i Moore, Emilee (en premsa, 2021). Socially just plurilingual education in Europe: Shifting subjectivities through research and action. International Journal of Multilingualism.
  • Moustaoui, A. i Llompart, Júlia (en premsa, 2021). Family, School, and intersectionality: ethnography of multilingual repertoires in Spanish youth of Moroccan origin in Spain. Sociolinguistic Studies.

Capítols de llibres

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

Edició de llibres

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

Edició de volums temàtics

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