Publicacions de 2020 a 2022

Articles

• Moustaoui, Adil y Llompart, Júlia (2022). Family, school, and crossroads. Sociolinguistic Studies, 16(2/3). https://doi.org/10.1558/sols.22477
• Dooly, Melinda & Darvin, Ron. (2022) Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy, Language and Intercultural Communication, 22(3), 354-366. DOI: 10.1080/14708477.2022.2063304
• Dooly, Melinda & Tudini, Vincenza (2022). ‘We should google that’: The dynamics of knowledge-in-interaction in an online student meeting. Classroom Discourse, 13(2), 188-211. https://doi.org/10.1080/19463014.2021.2023596
• Fontich, X., Troncoso,J., y Pérez-Badenes, J. (2022). Actividad metalingüística en clase de lengua: consideraciones sobre el lugar de la interacción en el aprendizaje de la gramática. Tavira. Revista Electrónica de Formación de Profesorado en Comunicación Lingüística y Literaria, (27), 1- 18. https://doi.org/10.25267/Tavira.2022.i27.1105
• Fontich, X., García Folgado, M.-J., Rodríguez Gonzalo, C. (2022). Introducció al monogràfic «El rol de l’ensenyament gramatical en l’aprenentatge de llengües pràctiques reflexives, tasques comunicatives i material d’intervenció. Caplletra: revista internacional de filología, 73, 149-158.
• García Folgado, María José, Fontich Vives, Xavier & 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
• Jakonen, Teppo, Dooly, Melinda & Balaman, Ufuk. (2022). Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom. Classroom Discourse, 13(2), 111-118. https://doi.org/10.1080/19463014.2022.2063547
• O’Dowd, Robert, & Dooly, Melinda. (2022). Exploring teachers’ professional development through participation in virtual exchange. ReCALL, 34(1), 21-36. DOI: https://doi.org/10.1017/S0958344021000215
• Pratginestós, Cèlia. (2022). Book Review. Border Thinking: Latinx Youth Decolonizing Citizenship, by Andrea Dyrness and Enrique Sepúlveda III. Bellaterra Journal of Teaching & Learning Language & Literature 15(2): 31120. DOI: 10.5565/rev/jtl3.1120

Capítols de llibres

• Borràs, Eulàlia (2022). Plurilingual teamwork practices in an internationalised setting at a Catalan university. En Dolors Masats & 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 & Nussbaum, Luci (2022). Plurilingual modes of interaction in English-medium university classes. En Dolors Masats & Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 15-26). Taylor & Francis/Routledge.
• Czura, Anna (2022). Virtual exchange: Issues in assessment design. En Anna Czura & Melinda Dooly (Coords.) Assessing virtual exchange in foreign language courses at tertiary level (29-45). Research-Publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413
• Czura, Anna, & Dooly, Melinda. (2022). Assessment in virtual exchange: a summary of the ASSESSnet project. En Anna Czura & Melinda Dooly (Coords.) Assessing virtual exchange in foreign language courses at tertiary level(pp. 13-27). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413
• Czura, Anna & Sendur, Agnieszka M. (2022).  Peer assessment of process writing in a virtual exchange project. En Anna Czura & Melinda Dooly (Coords.) Assessing virtual exchange in foreign language courses at tertiary level (93-106). Research-Publishing.net https://doi.org/10.14705/rpnet.2022.59.1413
• 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 & 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 & Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 67-90). Taylor & Francis/Routledge.
• Dooly, Melinda. (2022). TEAMMATES in virtual exchange: Tool and tips for peer assessment. In Anna Czura & Melinda Dooly (Coords.) Assessing virtual exchange in foreign language courses at tertiary level (pp. 107-120). Research-publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413
• Dooly, Melinda (forthcoming, 2022).The evolution of virtual exchange and assessment practices. In Anna Czura & Melinda Dooly (Coords.) Assessing virtual exchange in foreign language courses at tertiary level (pp. 13-27). Research-Publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413
• Dooly, Melinda & Czura, Anna (2022). Let’s talk about el catalan’s😉”: Student teachers’ use of plurilingual and plurimodal resources in WhatsApp interaction. In Dolors Masats & Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 200-211). Taylor & Francis/Routledge.
• Dooly, Melinda & Tudini, Vincenza (2022). “I remember when I was in Spain”: Student-teacher storytelling in online collaborative task accomplishment. En Anna Filipi, Binh Thanh Ta & Maryanne Theobald (Coords.) Storytelling practices in educational contexts through the lens of Conversation Analysis (pp. 283-309). Springer.
• Llompart, Júlia (2022). Students as teachers, teacher as learner: Collaborative plurilingual teaching and learning in interaction. En Dolors Masats & Luci Nussbaum (Coords.) Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 54-65). Routledge.
• Masats, Dolors, & Nussbaum, Luci (2022). Plurilingual classroom practices and participation. In D. Masats, & Luci Nussbaum (Eds.), Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings (pp. xiii-xxvi). Abingdon: Routledge. DOI: https://doi.org/10.4324/9781003169123 Open access: here.
• Masats, Dolors (2022). Doing ‘being sociolinguists’: Students’ envisagement of languages, varieties and uses. En Dolors Masats & Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 95-106). Routledge.​
• Masats, Dolors & Noguerol, Artur. (2022). Creating a plurilingual space through talk-in-interaction. En Dolors Masats & 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. In Dolors Masats & Luci Nussbaum (Eds.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 134-146). Routledge.​
• Moore, Emilee & 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 & 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. En Dolors Masats & 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 & Luci Nussbaum (Coords.) ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 188-199). Routledge. 
• Rolińska, Ania & Czura, Anna (2022). Assessment in the English for academic study telecollaboration (EAST) project – a case study. En Anna Czura & Melinda Dooly (Coords.) Assessing virtual exchange in foreign language courses at tertiary level (163-175). Research-Publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413
• Sadler, Randall & Dooly, Melinda (2022). Telecollaboration. En Marta González-Lloret & 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. En Dolors Masats & Luci Nussbaum (Coords.), Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings (pp. 43-53). Routledge.​

Llibres

• Bergroth, Mari; Dražnik, Tjaša; Llompart Esbert, Júlia; Pepiot, Nathalie; van der Worp, Karin; Sierens, Sven (2022). Linguistically sensitive teacher education: Toolkit for reflection tasks and action research. Åbo Akademi University.

_{Llibres blancs, informes i materials docents (OER)}

• _{Satar, M., Seedhouse, P., Kharrufa, A., Dodds, C. B., Ganassin, S., Whelan, A., Sidorova, A., Spazheva, I., Dooly, M., Buitrago Peña, J., Akcan, S., Erçetin, G., Haznedar, B., Öztekin, E., Kotilainen, L., & Kurhila, S. (2022). Developing certification, recognition, and evaluation systems for the ENACT project. https://doi.org/10.13140/RG.2.2.16829.33761}

Coordinació de llibres

• Czura, Anna & Dooly, Melinda (Coords.) (2022). Assessing virtual exchange in foreign language courses at tertiary level . Research-Publishing.net. https://doi.org/10.14705/rpnet.2022.59.1413
• Masats, Dolors & Nussbaum, Luci (Coords.) (2022). ​Plurilingual classroom practices and participation in Catalonia: Analysing interaction in local and translocal settings. Routledge.

Edició de volums temàtics

• Jakonen, Teppo, Balaman, Ufuk & Dooly, Melinda  (2022). Interactional practices in technology-rich L2 environments in and beyond the physical borders of the classroom. Classroom Discourse, Special Issue, 13(2), 111-118. https://doi.org/10.1080/19463014.2022.2063547

_Documentaris

• _{Astorgano, Rober (Director and film-maker), Moore, Emilee (Coordinator), Llompart-Esbert, Júlia, Masats, Dolors & Vallejo Rubinstein, Clàudia (Researchers). (2022). Veus [Documentary]. The Listiac Project; Universitat Autònoma de Barcelona.}

Articles

• A⁺ Project (2020). StandAPP and Speak up: the game is about to start. APAC ELT Journal,92, 20-32. A⁺ Project members in alphabetical order: Yolanda Álvarez, Romina Argüello, Carol Barriuso (co-leader), Maribel Gomáriz, Elisabet Guitart, David López, Dolors Masats (co-leader), Ingrid Picola, Cristina Rodríguez, Esther Serramià and Berta Solé.
• Álvarez, Yolanda; Argüello, Romina, Barriuso; Carol, Gomáriz; Maribel, Elisabet; Guitart López, David; Masats, Dolors; Picola, Ingrid; Rodríguez, Cristina; Serramià, Esther & Solé, Berta. (2020). A+ Project (2020). StandAPP and Speak up: the game is about to start. APAC ELT Journal, 92, 20-32.
• Dooly, Melinda & Randall Sadler. (2020). “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education. ReCALL, 32(1), 4-24. doi:10.1017/S0958344019000107
• Dooly, Melinda & Claudia Vallejo (2020). Bringing plurilingualism into teaching practice: a quixotic quest? Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 81-97. DOI: 10.1080/13670050.2019.1598933.
• Fontich, Xavier, Van Rijt, Jimmy & Gauvin, Isabelle. (2020). Intro to the Special Issue Research on L1 grammar in schooling: Mediation at the heart of learning grammar. L1-Educational Studies in Language and Literature, 20, 1-13. https://doi.org/10.17239/L1ESLL-2020.20.03.01
• Herrera, Almudena & Moore, Emilee (2020). ‘The butterfly circus’: Targeting social inequalities through English teaching. APAC ELT Journal 92, 7-14.
• Knight, Janine; Dooly, Melinda, & Barberà, Elena. (2020). Navigating a multimodal ensemble: Learners mediating verbal and non-verbal turns in online interaction tasks. ReCALL, 32(1), 25-46. doi:10.1017/S0958344019000132
• Knight, Janine, Dooly, Melinda & Barberà, Elena (2020 early view). Getting smart: towards critical digital literacy pedagogies, Social Semiotics. DOI: 10.1080/10350330.2020.1836815
• Llompart, Júlia & Moore, Emilee (2020). La reflexión para la didáctica lingüísticamente inclusiva. Textos de Didáctica de la Lengua y la Literatura 88, 55-60.
• Llompart, Júlia & Moore, Emilee (2020). La reflexió per a la didàctica lingüísticamente inclusiva. Articles de Didàctica de la Llengua i la Literatura, 85, 55–59.
• Llompart, Júlia & Birello, Marilisa (2020). Migrant and non-migrant origin pre-service teachers’ beliefs about multilingualism and teaching in multilingual classrooms: convergences and divergences. Sustainable Multilingualism 17, pp. 102-123. 
• Llompart, Júlia; Masats, Dolors; Moore, Emilee, & Nussbaum, Luci. (2020). ‘Mézclalo un poquito’: plurilingual practices in multilingual educational milieus. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 98-112. 10.1080/13670050.2019.1598934
• Moore, Emilee & Jessica Bradley (2020). Resemiotisation from page to stage: translanguaging and the trajectory of a musilingual youth’s poem. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 49-64. DOI: ​​10.1080/13670050.2019.1600470
• Vallejo, Claudia (online 2020) Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation. Language and Intercultural Communication, DOI: 10.1080/14708477.2020.1763378. 
• Vallejo, Claudia & Melinda Dooly (2020). Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue. Special Issue: International Journal of Bilingual Education and Bilingualism, 23(1), 1-16.  DOI: ​10.1080/13670050.2019.1600469
• Vallejo, Claudia, Moore, Emilee, Llompart, Júlia, & Hawkins, Maggie (2020). Semiosis y cosmopolitismo crítico: Un análisis transmodal de un dilema ético en comunicación transnacional entre jóvenes. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 304-325. DOI: 10.30827/profesorado.v24i1.9130
• Vidal, Josep & Llompart, Júlia (2020). De « châtaignier » à « castanya ». De l’intercompréhension à la traduction de la bande dessinée. La main de Thôt: Théories, enjeux et pratiques de la traduction [En ligne], n° 8 – Traduire la chanson, Varia, mis à jour le : 15/12/2020, URL : https://revues.univ-tlse2.fr/lamaindethot/index.php?id=871.

Capítols de llibres

• Ballena, Camilo, Masats, Dolors, & Unamuno, Virgínia (2020). The transformation of language practices: Notes from the Wichi community of Los Lotes (Chaco, Argentina). En E. Moore, J. Bradley & J. Simpson (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p.76-92). Bristol: Multilingual Matters. Bristol: Multilingual Matters.
• Dooly, Melinda & Dolors Masats. (2020). ‘What do you zinc about the project?’: Examples of technology-enhanced project-based language learning. En G. Beckett & T. Slater (Coords.), Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology tools, and frameworks (pp. 126–145). NY/Milton Park, Abingdon: Routledge.
• Llompart-Esbert, Júlia & Nussbaum, Luci (2020). Collaborative and participatory research for plurilingual language learning. En Emilee Moore, Jessica Bradley, & James Simpson (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p.216-249). Clevedon: Multilingual Matters.
• Moore, Emilee (2020). Competence, communicative and linguistic. En J. Slanlaw (Coord.), The International Encyclopedia of Linguistic Anthropology. Wiley. DOI: https://doi.org/10.1002/9781118786093.iela0070 
• Moore, Emilee & Tavares, Gina (2020). Telling the stories of youth: co-producing knowledge across social worlds. En E. Moore, J. Bradley, & J. Simpson, J. (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities. Bristol: Multilingual Matters.
• O’Dowd, Robert & Melinda Dooly. (2020). Intercultural communicative competence through telecollaboration and virtual exchange. En J. Jackson (Coord.) The Routledge handbook of language and intercultural communication, 2nd ed. (pp. 361-375). Milton Park: Routledge.
• Vallejo Rubinstein, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. En Emilee Moore, Jessica Bradley & James Simpson (Coords.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p. 234-250). Bristol: Multilingual Matters.

Llibres

• Moore, Emilee, Bradley, Jessica & Simpson, James (Coords.) (2020). Translanguaging as transformation: The collaborative construction of new linguistic realities. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/MOORE8045

^{Llibres blancs, informes i materials docents (OER)}

• _{Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I., Buitrago Peña, J., Dooly, M., Öztekin, E.,Akcan, S., Kotilainen, L., & Kurhila, S. (2020). Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning. https://doi.org/10.13140/RG.2.2.15729.51042}

Edició de volums temàtics

• Dooly, Melinda & Vallejo, Claudia. (2020). (Coords.) The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: Journal of Bilingual Education and Bilingualism, 23(1).

Actes de congressos

• Dooly, Melinda. (2020). Virtual exchange in teacher education: is there an impact in teacher practice?. In Mirjam Hauck & Andreas Müller-Hartmann (Coords.), Virtual exchange and 21st century teacher education: short papers from the 2019 EVALUATE conference (pp. 1-13). Research-publishing.net. https://doi.org/10.14705
• Masats, Dolors i Pratginestós, Cèlia (2020) The Adoption of Technology-Enhanced Project-Based Language Learning to Develop Learner’s Interactional Competence in Secondary Education. REDINE (Ed.). (2020). Conference Proceedings EDUNOVATIC 2020 (p.1427). Madrid, Spain: Redine.
• Pratginestós, Cèlia (2020). Social Media as a Tool for Using and Learning English in Translocal Exchanges. REDINE (Ed.). (2020). Conference Proceedings EDUNOVATIC 2020 (pp.1425-1426). Madrid, Spain: Redine.