Grup de Recerca en Educació, Interacció i Plurilingüisme
Grupo de Investigación en Educación, Interacción y Plurilingüismo
Research Group for Education, Interaction and Plurilingualism

GREIP has been involved in many different projects throughout its history. Team members have participated in local, state and international initiatives, and, on several occasions, held the role of PI. Our projects establish synergies between research, teaching innovation and the development of materials, in order to broaden and deepen knowledge between social interaction and language learning in various multilingual social contexts.

Completed research projects

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European Commission Funded Projects
CULT: Constructing a collaborative understanding of learning and teaching for the XXI century

Summary

The sociolinguistic changes in schools caused by migration require a change, from understanding the linguistic education of children and young people, to proposing changes to transform their education into a multilingual one. Despite the numerous efforts made and proposals implemented – at European level (for example, European Commission, 2019) and at local level (Generalitat de Catalunya, 2017, 2018) – research and government reports show that both educational institutions and training future teachers still leave much to be desired in terms of providing multilingual, language-sensitive and socially just education. This project aims to respond to this educational and social need by implementing and analyzing a three-way dialogue between university professors and future teachers (Faculty of Education, Universitat Autònoma de Barcelona), a non-formal education program that leads with successful multilingual education (AFEX, Casa Ásia) and the Fundació Autònoma Solidària (FAS) which promotes service-learning at the UAB, among other programs.

The project follows a line of collaborative and participatory action research and an ethnographic methodology – which will place children and young people as researchers – and incorporates participation in service-learning. Throughout the three years of the project, an empirical analysis of the proposed collaboration will be carried out, which will be completed through observations, interactive data collection and the development of workshops. Based on these, a collaborative understanding and training will be built for linguistic diversity and inclusion in language teaching and learning. Finally, the project will provide information on how to maintain the intersectoral collaborations and educational actions started. The expected results will offer a new understanding of multilingual education and inclusion in the development of future teachers, as well as provide grounds for mutual growth towards a more equitable education and social life.

Project details (project led by GREIP)

  • Dates: 01/11/2021 – 31/10/2024
  • Funding entity: Ministerio de Ciencia y Innovación; I+D+i Retos de la Sociedad, type JIN
  • Code:  PID2020-115446RJ-I00
  • Budget: €157,300
  • PI: Dr. Júlia Llompart
  • GREIP team: Dr. Melinda Dooly, Dr. Dolors Masats Viladoms, Dr. Emilee Moore, Dr. Claudia Vallejo
  • Other UAB members: Dr. Reinaldo Martínez-Fernández
    • Work team: Paola Denise Holguin Vaca (post-doctoral, Margarita Salas)
  • Participating institutions: Universitat Autònoma de Barcelona, Casa Àsia, Fundació Autònoma Solidària (FAS)
  • Web site: CULT: Constructing a collaborative understanding of learning and teaching for the XXI century (uab.cat)
VALIANT: Virtual Innovation and Support Networks for Teachers

Summary

VALIANT’s first objective is to test the efficiency of Virtual Innovation and Support Networks as an approach which will contribute to overcoming teachers’ sense of isolation and low motivation in rural areas and isolated contexts and also to developing teachers’ ability to operate effectively in online international networks of professional collaboration. The second objective of the experimentation is to test the efficiency of this form of Virtual Exchange for providing students of Initial Teacher Education with access to the realities of the teaching profession through regular interaction with in-service teachers integrated into their study programme.   

The hypothesis is that integrating Virtual Exchange programmes into teacher training will provide the target groups (teachers in rural areas and student teachers) with opportunities for innovation, collaboration, digital and intercultural competence development and career planning which would otherwise be difficult to access in rural areas or in times of enforced isolation. They will also make the teaching profession more attractive to student teachers by engaging them in authentic learning and teaching scenarios. 

The experimentation will use a before-after comparison method with experimental and control groups. Quantitative and qualitative data will be triangulated to provide a comprehensive insight into the impact of these Virtual Exchange programmes on teachers’ motivation, their feelings of professional isolation, their career paths and their ability to activate digital and intercultural competences for international professional engagement.

The expected results will provide public authorities with clear evidence whether Virtual Exchange can contribute to rural teachers’ professional development, their ability to develop international networks and to overcome feelings of isolation.

Project details (GREIP as consortium member)

  • Dates: 28/02/2021 – 28/02/2024
  • Funding entity: Erasmus+ KA3 (EACEA/38/2019): Priority 3 – Strengthening teacher training and education by using the opportunities of new technologies (School education)
  • Code:  626134-EPP-1-2020-2-ESEPPKA3-PIPOLICY
  • Budget: 798.071,00 € (total project); 58.800€ (UAB)
  • PI: Dr. Robert O’Dowd (Universidad de León)
  • GREIP members: Dr. Melinda Dooly (local coordinator), Dr. Dolors Masats, Dr. Xavier Fontich, Maria Mont, Dr. Emilee Moore, Cèlia Pratginestós, Dr. Claudia Vallejo
  • Other partners:
    • Public authorities: Consejería de Educación, La Junta De Castilla y León, Spain; Directorate-General for School Administration of the Ministry of Education, Portugal; Ministry of Science, Research and Arts Baden-Württemberg; Ministry of Education, Science and Sport, Slovenia; Consellería de Educación, Universidade e FP, Galicia, Spain; Ministry of Education and Research, Norway.
    • Other universities: Universidad de León, Spain; Universitat Autònoma de Barcelona, Spain (GREIP research centre); Instituto Politécnico de Castelo Branco, Portugal; University of Oslo, Norway; Universidad Autónoma de Madrid, Spain; Cyprus University of Technology, Cyprus; Maribor University, Slovenia; Pädagogische Hochschule Weingarten, Germany; Pädagogische Hochschule Schwäbisch Gmünd, Germany; University of the Arts, London, UK.
Language assessment in virtual mobility initiatives at tertiary level – teachers’ beliefs, practices and perceptions (ASSESSnet)

Summary

ASSESSnet is a Marie Sklodowska (Individual Fellowship) research project, financed by the European Commission Horizon 2020 programme. Virtual mobility (VM), also termed as telecollaborative or virtual exchange (VE), entails a situation, in which students interact and cooperate, and thus engage in intercultural exchange, with peers from partner institutions by means of online communication tools. VM is reported to have a positive impact on students’ personal growth, foreign language (FL) competences as well as intercultural and transversal skills. Being easily accessible to students from different cultural, geographical, linguistic and economic backgrounds, as well as to students with disabilities, VM promotes inclusive education and social equity. VM is a relatively new trend in education, which is reflected in the scarcity of publications and teacher education opportunities in this area. This project addresses the topic of assessment in virtual mobility projects in FL courses at tertiary level. In particular, this mixed-methods research aims to explore, both longitudinally and cross-sectionally, assessment practices as well as the FL teachers beliefs’ about the shape and the content of assessment in virtual contexts. Assessment tools and course syllabi used in virtual exchanges will be analysed to gain insight into the level of constructive alignment between the tools, tasks and learning objectives in VM projects. The data will be collected by means of both qualitative and quantitative instruments: a questionnaire, a online reflective journal, semi-structured interviews and a document analysis framework. The research findings will be used to formulate practical recommendations for improving assessment in VM projects and set up a collection of real-life examples of promising practices illustrating effective efforts of planning and administering assessment in virtual projects in Europe and beyond. The practical implications will be of relevance to stakeholders ranging from teachers, teacher educators, curriculum designers, researchers, to policy-makers.

Project details (GREIP as project leader)

  • Dates: 01/10/2019 – 31/10/2021 (extension until February 2022)
  • Funding entity: European Commission, Research Executive Agency, Horizon 2020
  • Code:  H2020-MSCA-IF-2018 845783
  • Budget: €160,932.48
  • PI: Dr. Melinda Dooly
  • Research fellow: Dr. Anna Czura

Related publications

Linguistically Sensitive Teaching in All Classrooms (LISTiac)

Summary

Project webpage: https://listiac.org/

All students in the EU need teachers who are linguistically sensitive and responsive. Despite the existing research and the amount of tools developed for individual teachers, it remains difficult to change monolingually-framed policies and practices in schools. The LISTiac project (Linguistically Sensitive Teaching in All Classrooms) intends to realise the desired change in teacher cognition, the education and professional development of teachers. Project LISTiac aims to assure all students in Europe equal conditions to achieve educational success and well-being by mainstreaming multilingual pedagogies through reimagining initial teacher education curriculum and in-service training for teachers. The project aims to bring forth an educational change on multiple levels and targets primarily pre-service and in-service teachers by developing and experimenting a theoretically informed reflection tool aimed at making (future) teachers linguistically more sensitive in their beliefs, attitudes and actions in mainstream classrooms. The envisaged impact is gained through a model for renewed initial teacher education curriculum for supportive and empowering multilingual pedagogies, a pedagogical reflection tool for supportive and empowering multilingual pedagogies within the whole school community and an open access research report and language sensitive teaching recommendations for policy makers, teacher trainers and pedagogical counsellors. The active participation in this project is in itself an important first step on the road to create opportunities for teacher educators to evaluate their existing beliefs and change them from (parallel) monolingual ideologies to a language sensitive teaching with the ideology of positive view on pupil’s multilingual resources.

Project details (GREIP as consortium partner)

  • Dates: 15/02/2019 – 14/02/2022
  • Funding entity: Erasmus+ Programme Key Action 3 – Support for policy reform – policy experimentations. Call EACEA 28/2017
  • Code:  606695-EPP-1-2018-2-FI-EPPKA3-PI-POLICY
  • Budget: 1.799.999€ (total); UAB: 165.806 €
  • PI: Siv Björklund (Åbo Akademi, Finland)
  • GREIP Members: Dr. Emilee Moore (UAB PI), Dr. Mercè Bernaus, Dr. Melinda Dooly, Dr. Júlia Llompart, Dr. Dolors Masats, Claudia Vallejo.
  • Participanting institutions: Åbo Akademi University (Finland), Ministerio da Educacao e Ciencia (Portugal), Ministrstvo za Izobrazevanje, Znatnost in Sport, Urad Republike (Slovenia), Universiteit Gent (Belgium), Universitat Autònoma de Barcelona (Spain), Universite Montpellier Iii Paul Valery (France), Universidade do Algarve (Portugal), Universidad del Pais Vasco/ Euskal Herriko Unibertsitatea (Spain), Vytauto Didzjiojo Universitetas (Lithuania), Univerza W Ljubljani (Slovenia), Learn to Change (L2c) (France), Finnish National Agency for Education (Edufi) (Finland), European Centre for Modern Languages of The Council of Europe (Austria), Ghent Education Centre (Belgium).

Related publications

  • Listiac Recommendations for Policy Makers (in English)
  • Listiac Recommendations for Education Providers (in English)
  • Listiac Recommendations for Education Providers (in English)
  • Bergroth, M., Llompart, J., Pepiot, N., Sierens, S., Dražnik, T., & van der Worp, K. (2021). Whose Action Research Is It? Promoting Linguistically Sensitive Teacher Education in Europe. Educational Action Research. https://doi.org/10.1080/09650792.2021.1925570
  • Bergroth, M., Llompart, J., Pepiot, N., van der Worp, K., Dražnik, T., & Sierens, S. (2021). Identifying Space for Mainstreaming Multilingual Pedagogies in European Initial Teacher Education Policies. European Educational Research Journal. https://doi.org/10.1177/14749041211012500
  • Birello, M., Llompart, J., & Moore, E. (2021). Being plurilingual versus becoming a linguistically sensitive teacher: tensions in the discourse of initial teacher education students. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2021.1900195
  • Dražnik, T., Llompart-Esbert, J., & Bergroth, M. (2022) Student teachers’ expressions of ‘fear’ in handling linguistically diverse classrooms. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2022.2086258
  • Llompart, J. (2021). Lenguas, migración y escuela. Textos de Didáctica de la Lengua y la Literatura.
  • Llompart, J. (2021). Llengües, migració i escola. Articles de Didàctica de la Llengua i la Literatura.
  • Llompart, J., & Birello, M. (2020). Migrant and Non-Migrant Origin Pre-Service Teachers’ Beliefs about Multilingualism and Teaching in Multilingual Classrooms: Convergences and Divergences, Sustainable Multilingualism, 17(1), 102–123. https://doi.org/10.2478/sm-2020-0015
  • Llompart, J., & Moore, E. (2020). La reflexión para la didáctica lingüísticamente inclusiva. Textos de Didáctica de la Lengua y la Literatura, 88, pp. 55–60.
  • Llompart, J., & Moore, E. (2020). La reflexió per a la didàctica lingüísticamente inclusiva. Articles de Didàctica de la Llengua i la Literatura, 85, pp. 55–59.
  • Llompart, J., Moore, E., Nussbaum, L., & Masats, D. (2019). Mézclalo un poquito. Plurilingual practices in multilingual educational milieus. Journal of Bilingual Education and Bilingualism, 23(1), 98–112. https://doi.org/10.1080/13670050.2019.1598934  
  • Moore, E., & Llompart, J. (2019). De la didàctica de les llengües a la didàctica del plurilingüisme. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2(2), 57–65. https://doi.org/10.5565/rev/clil.27
  • Listiac Closing Seminar (20.1.2022). Recording of the Closing Seminar is available on YouTube at https://youtu.be/uWC63faRTSc
Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE)

Summary

The EVALUATE project  aims to evaluate the impact of telecollaborative learning on student-teachers involved in Initial Teacher Education in the participating European countries and regions. Telecollaboration, also commonly known as Virtual Exchange, involves engaging trainee teachers involved in Initial Teacher Education in task-based interaction and collaborative exchange with fellow trainees in other locations through online communication technologies. It is Strand 3 European policy experimentation, which finance projects that assess the relevance, effectiveness, efficiency, potential impact and scalability of innovative policy measures through experimental or semi-experimental approaches. Three key actors in European policy experimentations are: the responsible public authorities, the researchers and the target groups.

The project will study the impact of telecollaborative learning on student-teachers involved in Initial Teacher Education in participating European countries and regions (there are more than 20 partnerships involved around the world). The guiding research question for the study is: “Will participation in telecollaborative exchange contribute to the development of competences which future teachers need to teach, collaborate and innovate effectively in a digitalised and cosmopolitan world?”

Project details (GREIP as consortium team member)

  • Dates: 17/01/2017 – 30/09/2019
  • Funding entity: Erasmus+ Programme Key Action 3 – Support for policy reform – policy experimentations; Call EACEA 28/2016
  • Code:  578013-EPP-1-2016-1-ES-EPPKA3-PI-POLICY
  • Budget: 453,376 € (total); 43.200€ (UAB)
  • PI: Dr. Robert O’Dowd (Universidad de León)
  • GREIP Members: Dr. Melinda Dooly (IP UAB), Dr. Emilee Moore, Claudia Vallejo
    • Working team: Jelena Marjanovic (PhD student)
  • Collaborating institutions:
  • Public Authorities: Spanish Ministry For Education, Culture And Sport, Spain; La Junta De Castilla Y León, Spain; Ministry Of Education, Portugal; Ministry Of Human Capacities, Hungary; Ministry of Science, Research and the Arts, Baden-Württemberg, Germany
  • Universities: Universidad de León, Spain (Lead partner); Universitat Autònoma de Barcelona; Instituto Politécnico De Castelo Branco; Eötvös Loránd University, Hungary; Pädagogische Hochschule Heidelberg, Germany; Universita’ Degli Studi Di Padova, Italy; Open University, UK
  • University Network: Compostela Group Of Universities (Spain)

Related publications

Citizens of the future: the concerns and actions of young people around current European and global issues

Summary

This study investigates the concerns of young Europeans (aged 10, 14, 17) for their personal, local, and global futures, focussing on issues such as democratic processes, poverty, unemployment, human rights, the environment and conflict. It will try to identify whether they are optimistic or pessimistic, and whether they are willing to work for change or are uncommited to social participation. It examines the extend to which they are pro-social in their engagement with others, committed to acting for a common good. 

Project details (GREIP as consortium team member)

  • Dates: 01/01/2007 – 31/12/2009
  • Funding entity: Ministerio de Ciencia y Educación (Spanish Ministry of Education and Science) & PAN, TÜBITAK
  • Code:  SEJ2007-29191-E/SOCI
  • Budget: 65.000 €
  • PI: Dr. Beata Krzywosz-Rynkiewicz (Universitat de Warmia i Mazury, Poland)
  • PI (Coordination of Spain members): Dr. Melinda Dooly
  • GREIP Members: Dr. Melinda Dooly, Claudia Vallejo
    • Other members (UAB), Dr. Montserrat Oller, María Villanueva
    • Other members from coordinated project (Spain): Dr. Antoni Luna (UPF), Dr. Carmen Tabernero (U de Córdoba)
  • Other international research teams: University of Warmia & Mazury, Warsaw School of Social Psychology, Istanbul University, Anadolu University, London Metropolitan University, University of Exeter.

Related publications

  • Dooly, M. (ed.) (2010) Their Hopes, Fears and Reality. Working with Children and Youth for the Future. Bern: Peter Lang. ISBN: 978-3-0343-0441-2.
  • Dooly, M. & Ross, A. (eds.) (2010) What’s fair? Young Europeans’ Contructions of Equity, Altruism ans Self-esteem. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. ISBN: 978-84-608-1112-1.
  • Krzywosz-Rynkiewicz, B; Zalewska, A & Ross, A. (eds.) (2010) Future Citizens. 21st century challenges for young people. Cracòvia: Impuls, pp.185-206. ISBN: 978-83-7587-431-0.
  • Dooly, M. (2010) Their Hopes, Fears and Reality: Introduction. At Dooly, M. (ed.) (2010) Their Hopes, Fears and Reality. Working with Children and Youth for the Future. Bern: Peter Lang, pp.9-36. ISBN: 978-3-0343-0441-2. 
  • Dooly, M. (2010) Their Hopes and Fears: A Catalyst for Project-Based Language Learning. At Dooly, M. (ed.) (2010) Their Hopes, Fears and Reality. Working with Children and Youth for the Future. Bern: Peter Lang, pp.99-132. ISBN: 978-3-0343-0441-2.
  • Dooly, M. (2010) Share and share alike: Analysis of the Ultimatum Game exchange in the same countries. At Dooly, M. & Ross, A. (eds.) (2010) What’s fair? Young Europeans’ Constructions of Equity, Altruism and Self-esteem. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp.67-80.
  • Dooly, M. & Vallejo, C. (2010) Over the Border: Playing with Unknown people from a Different Country. At Dooly, M. & Ross, A. (eds.) (2010) What’s fair? Young Europeans’ Constructions of Equity, Altruism and Self-esteem. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp.95-106.
  • Oller, M., Vallejo, C. &  Dooly, M. (2010) Com veuen els joves el futur? Una recerca sobre la construcció de la identitat europea. At Pagès, J. & González, N. (coords.) (2010) La construcció de les identitats i l’ensenyament de les Ciències Socials, de la Geografia i de la Història. Documents 93. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp. 171-177. ISBN: 978-84-490-2652-2.
  • Ross, A. & Dooly, M. (2010) Young people’s understanding of equity and fairness. At Dooly, M. & Ross, A. (eds.) (2010) What’s fair? Young Europeans’ Constructions of Equity, Altruism and Self-esteem. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp.11-26.
  • Ross, A. & Dooly, M. (2010) Some conclusions, some reflections and some potential developments. At Dooly, M. & Ross, A. (eds.) (2010) What’s fair? Young Europeans’ Constructions of Equity, Altruism and Self-esteem. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona, pp.129-138.
  • Vallejo, C. & Oller, M. (2010) Third World Solidarity and ‘My World’ Insolidarity: Working with the Wide Spectrum of Students’ Attitudes towards Others. At Dooly, M. (ed.) (2010) Their Hopes, Fears and Reality. Working with Children and Youth for the Future. Bern: Peter Lang, pp.37-74. ISBN: 978-3-0343-0441-2. 
  • Briones, E. & Vallejo, C. (2010) “Tolerance is a strange thing”. Exploring youth’s understanding and prosocial behaviour. At Krzywosz-Rynkiewicz, B; Zalewska, A & Ross, A. (eds.) (2010) Future Citizens. 21st century challenges for young people. Cracòvia: Impuls, pp.185-206. ISBN: 978-83-7587-431-0.
Language learning and social media: 6 key dialogues

Summary

Project webpage: https://cordis.europa.eu/project/id/28702/reporting

The network represents a unique mix of activities exploring the relationship of language learning and social media in the web 2.0 era: Participatory debates, award-winning competitions, policy recommendations and reports, scientific publications and field studies. By placing “language learning and social media” at the core of the network, the 14 partner institutions of national, European and international reach will examine 6 key dimensions of this combination. These fundamental dimensions are:

  • Language learning, social media and social inclusion
  • Language learning, social media and development of language resources
  • Language learning and teaching through social media in new EU countries: the case of Romania, Latvia and Poland
  • Language learning, social media and multilingualism
  • Language learning through social media: evolution of teaching practices
  • Language learning and teaching in formal and non formal contexts through ICT 

Each dimension (or key dialogue) is enriched by analysis and exploitation of data related to the topic. Reports, comparative studies, special issues of online journals, field analysis and open competitions complete the range of network outcomes.

Project details (GREIP as consortium member of research team)

Dates: 01/01/2010 – 31/12/2012

Funding entity: EACEA

Code: 505107-LLP-1-2009-1-LU-KA2-KA2NW

Budget: 38.240 €

PI: Prof. Charles Marx (Warsaw School of Social Sciences and Humanities)

PI (UAB):Dr Melinda Ann Dooly (January – November 2010), Dra. Laia Canals Fornons (November 2010 – December 2012)

  • GREIP Members: Dr Melinda Dooly, Dr Dolors Masats, Dr Núria Vilà, Claudia Vallejo.
  • Participating universities: University of Luxembourg, Institut National de Recherche Pédagogique, P.A.U. Education, Radio France Internationale (RFI), UAB, Warsaw School of Social Sciences and Humanities, University of Latvia, University Ovidius Constanta, Romania, College of Foreign Languages, Czestochowa, Poland, ADALSIC, Y.E.S. Forum, University of Turku, Deutsche Welle & Université Stendhal Grenoble III.

Publications resulting from this project

  • Antoniadou, V., Canals, E., Mohr, C., Zourou, K. (2011). Young people with fewer opportunities learning languages informally: perceptions and uses of ICT and social media.
  • Dooly, M. (2010) Empowering Language Minorities through Technology: Which Way to Go. eLearning Papers 2(19) april 2010. ISSN 1887-1542.
Language Dynamics and Management of Diversity (DYLAN)

Summary

Project webpage: https://cordis.europa.eu/project/id/28702/reporting

This project is a consortium of 19 research teams. The project, which was granted through the Strand 6 European Union Framework, proposes to demonstrate that linguistic diversity is advantageous rather than an obstacle in the process of creating a knowledge society. The linguistic dynamics in different environments (businesses, European institutions, education systems) will be studied in order to determine the different ways of thinking and performing in different languages promotes the contruction, transferral and application of knowledge.

GREIP, as the research team involved from the UAB, is in charge of the study of education systems and coordinates a group of six members from the consortium who will work on the following: a) The study of the influence of social changes in the modification of language education policies and b) The study of the multilingual practices and representations of multilingualism in the contexts of secondary and higher education.

Project details (GREIP as consortium member of research team)

Dates: 01/10/2006 – 30/09/2011

Funding entity: Framework Programme 6 of the European Union

Code: FP6-2004-Citizens-4″-028702-2 (CORDIS)

Budget: 111.000 €

PI: Dr Anne-Caude Bethoud (Université de Lausanne)

  • GREIP Members: Dr Luci Nussbaum Capdevila (PI UAB), Dr Eva Codó Olsina, Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava, Víctor Corona, Emilee Moore, Adriana Patiño.
  • Participating universities: Université de Lausanne (CH), Scientific Project Management, Lausanne (CH), Université de Genève (CH), Universität Basel (CH), Université de Lyon 2 (FR), Universität Duisburg-Essen (DE), Universitat Autònoma de Barcelona (ES), Freie Universität Berlin (DE), Glasgow Caledonian University (UK), Lancaster University (UK), Université de Paris 3 (FR), University of Southern Denmark (DK), University of Cluj-Napoca (RO), University of Helsinki (FI), Université Marc Bloch-Strasbourg 2 (FR), Libera Università di Bolzano (IT), University of Ljubljana (SI), Universität Wien (AT) Vrije Universiteit Brussel (BE)

Publications resulting from this project

  • Mondada, L. & Nussbaum, L. (eds.) (2012) Interactions Cosmopolites: L’Organisation de la Participation Plurilingue. Editions Lambert Lucas: Limoges.
  • Borràs, E., Moore, E., Nussbaum, L. & Patiño, A. (2012). Emergence de modes plurilingues dans des cours universitaires en L2. In: Mondada, L. & Nussbaum, L. (eds.), Interactions Cosmopolites: L’Organisation de la Participation Plurilingue. Editions Lambert Lucas: Limoges.
  • Moore, E., Borràs, E. & Nussbaum, L. (2013). Plurilingual resources in lingua franca: An interactionist perspective. A Haberland, H. & Priesler, B. (eds.) Language Alternation, Language Choice and Language Encounter in International Education. Heidelberg: Springer.
  • Dooly, M. & Masats, D. (2011). Closing the loop between theory and praxis: New models in EFL teaching. Oxford ELT Journal.
  • Moore, E. & Nussbaum, L. (2011). Què aporta l’anàlisi conversacional a la comprensió de les situacions d’AICLE. A Escobar, C. & Nussbaum, L. (eds.) Aprendre en una Altra llengua / Learning through another language / Aprender en otra lengua. Bellaterra: Servei de publicacions de la UAB.
  • Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L.(2010). Deliverable 4.3: Working Paper 4. DYLAN Project, pp. 9–21.
  • Borràs, E., Moore, E. & Nussbaum. L. (2010). Exploring plurilingual and multimodal resources for participation in higher education CLIL contexts. Deliverable 5.3: Working Paper 5. DYLAN Project.
  • Moore, E. & Dooly, M. (2010). “How do the apples reproduce (themselves)?” How teacher trainees negotiate language, content, and membership in a CLIL science education classroom at a multilingual university. Journal of Language, Identity & Education, 9 (1), pp. 58–79.
  • Moore, E. & Patiño-Santos, A. (2010). Exploring identity in plurilingual service encounters at a Catalan university. Deliverable 5.3: Working Paper 5. DYLAN Project.
  • Dooly, M. & Masats, D. (2010). Moments of convergence and divergence between multilingual policies and practices in a higher education institution. Deliverable 5.3: Working Paper 5. DYLAN Project.
  • Dooly, M. & Moore, E. (2009). Plurilingual talk-in-interaction in an initial teacher training CLIL class. In: Veronesi, D. & Nickenig, C. (eds.), Bi- and Multilingual Universities: European Perspectives and Beyond. Bozen-Bolzano: Bozen-Bolzano University Press, pp. 181–189.
  • Dooly, M., Moore, E., Nussbaum, L., Unamuno, V., Corona, V. & Patiño, A. (2008). Analysis of how context changes modify language policies and strategies and affect language learning practices and representations of multilingualism in educational institutions of higher education. Deliverable 3.2: Working Paper 2. DYLAN Project, pp. 9–26.
  • Codó, E., Corona, V., Dooly, M., Moore, E., Nussbaum, L., Unamuno, V. (2007). Analysis of how context changes modify language policies and strategies and affect language learning practices and representations of multilingualism in educational institutions of secondary and higher education. Deliverable 3.1: Working Paper 1. DYLAN Project, pp. 5–19.
  • Dooly, M., Moore, E., Nussbaum, L. & Unamuno, V. (2006). Analysis of how context changes modify language policies and strategies and affect language learning practices and representations of multilingualism in educational institutions of secondary and higher education. Deliverable 3.2: Working Paper 2. DYLAN Project, pp. 9-26. 
National Government Funded Projects
National Network of Excellence “Plurilingual Education”

Summary

The creation of the Thematic Network “Plurilingual Education” (EDUPLUS) was motivated by the need to exchange experiences related to the research of the simultaneous learning process of three (or more languages) and the development of teaching models that promote plurilingualism. For some years now, numerous specialists in language acquisition have adopted a holistic conception of simultaneous or successive learning of two or more languages. According to this conception, individuals develop a dynamic plurilingual competence in which adjustments are constantly made between different linguistic subsystems (Jessner, 1997). However, this psycholinguistic reality, which seems increasingly unquestionable from a scientific point of view, seems to be facing serious difficulties when it comes to entering the everyday field of language teaching, where the ideology of linguistic separation usually prevails. There is therefore a considerable gap between what research has revealed about the process of acquiring a plurilingual competence and the guidelines and teaching materials that are usually followed for language teaching. Given this situation, and taking into account the aspiration on the part of the educational systems in the bilingual territories of the Spanish state to train plurlingual individuals, competent in the two co-official languages ​​and in English as a foreign language, the Thematic Network “Plurilingual Education” aims at establishing a collaborative program between the groups that integrate it to respond to these aspirations.

Project details (GREIP as member of consortium)

  • Dates: 01/01/2019 – 31/12/2021 (extension until June 2022)
  • Funding entity: Ministerio de Ciencia, Innovación y Universidades: Acciones de Dinamización: Redes de Investigación, convocatoria 2018
  • Code:  RED2018-102774-T
  • Budget: €25,000
  • PI: Dr. Josep María Cots (Universitat de Lleida)
  • GREIP members: Dra. Melinda Ann Dooly (UAB PI), Dra. Eulàlia Borràs Riba, Dra. Mandy Deal, Dra. Júlia Llompart, Dra. Dolors Masats Viladoms, Dra Emilee Moore, Dr. Xavier Pascual i Calvo, Dra. Joan Ploettner, Dra. Amparo Tuson Valls, Claudia Vallejo, Dr. Victor Corona, Dra. Anna Czura. 
  • Other groups / participants: CILCEAL, Universitat Ramon Llull – Blanquerna Foundation (PI: Maria González Davies), DREAM, University of the Basque Country (PI: Jasone Cenoz), GLAUR, University of La Rioja (PI: Rosa María Jiménez Catalán), LAELA, Universitat Jaume I (PI: Maria Pilar Safont).
IEP! Inclusive epistemologies and practices of out-of school English learning

Summary

According to educational indicators (e.g. Consell Superior dAvaluació del Sistema Educatiu, 2018), English is one of the school subjects that is most telling of social inequalities in Spain. This research project responds to low attainment levels for English as a Foreign Language amongst socioeconomically disadvantaged youth. It aligns with recent research focusing on the role of out-of-school learning in ensuring social inclusion. This two year project will: a) collaboratively research secondary school students existing practices of and access to the learning of English out-of-school time; b) implement new inclusive, non-formal English language education initiatives; c) evaluate the impact of the non-formal English language education intiatives implemented; d) and support the sustainability and transferability of the initiatives. The project builds on already established alliances between university-based researchers and community stakeholders. It takes the global form of a comparative case study, achieved through multi-sited and multi-scalar ethnography. It also takes a transformative activist stance, incorporating youth-led participatory action research and service-learning. In addition, socio-interactionist learning behaviour tracking methods are used, in combination with other socio-cultural approaches, to investigate young peoples language learning. Threading through all these approaches, as a transversal methodological contribution, the project draws on creative inquiry, or arts-based methods. By embedding collaborative and creative ways of knowing in its methodology, the project aims to contest traditional researcher-researched and logocentric hierarchies of knowledge, and foster not only inclusive educational practices, but also inclusive epistemologies.

Project details (GREIP as research team leader)

  • Dates: 01/02/2019 – 31/01/2021 (extended to 30/06/2022)
  • Funding entity: Ministerio de Ciencia, Innovación y Universidades. Proyectos de I+D de generación de conocimiento y Proyectos de I+D+i retos investigación (Ref: PRPPGC2018-099071-A-I00)
  • Code:  PRPPGC2018-099071-A-I00
  • Budget: 29.766,00 €
  • PI: Dr Emilee Moore
  • GREIP Members: Dr. Eulàlia Borràs (Universitat de Lleida); Dr. Mandy Deal (Universitat Internacional de Catalunya); Dr. Melinda Dooly (Universitat Autònoma de Barcelona); Dr. Dolors Masats (Universitat Autònoma de Barcelona); Joan Ploettner (Universitat Internacional de Catalunya); Prof. Amparo Tuson (Universitat Autònoma de Barcelona).
  • Collaborators: Almudena Herrera (IES Badia del Vallès); Dr. Júlia Llompart (Universidad Autónoma de Madrid); Dr. Andy Morodo (Universitat Autònoma de Barcelona); Claudia Vallejo (Universitat Autònoma de Barcelona), members of the alliance Let’s Go!
  • International consultants: Dr. Jessica Bradley (Leeds Trinity University, UK); Dr. Lou Harvey (University of Leeds, UK): Prof. Maggie Hawkins (University of Wisconsin-Madison, USA); Dr. Rahat Zaidi (University of Calgary, Canada).

Publications related to the project

  • Ballena, Camilo; Masats, Dolors & Unamuno, Virgínia (2020). The transformation of language practices: Notes from the Wichi community of Los Lotes (Chaco, Argentina). In Emilee Moore, Jessica Bradley & James Simpson (Eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p.76-92). Bristol: Multilingual Matters. Bristol: Multilingual Matters.
  • Borràs, Eulàlia & Emilee Moore. (2019). The plurilingual and multimodal management of participation and subject complexity in university CLIL teamwork. English Language Teaching, 12 (2), 100-112.
  • Bradley, Jessica & Moore, Emilee. (2019). Resemiotization and creative production: extending the translanguaging lens. In A. Sherris & E. Adami (Eds.) Making signs, translanguaging ethnographies: Exploring urban, rural, and educational spaces (pp. 81-101). Clevedon: Multilingual Matters.
  • Codó, Eva & Emilee Moore. (2019). Working through asymmetries of knowledge and expertise in a ‘giving back to the field’ session. Foro de Educación, 17 (27), 147-165.
  • Corona, Víctor, Vallejo, Claudia, Moore, Emilee & Solans, Jorge (2021). Is English important in your life? A collaborative experience in a secondary school. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action(pp. 43-67). Peter Lang.
  • Herrera, Almudena & Moore, Emilee (2020). ‘The butterfly circus’: Targeting social inequalities through English teaching. APAC ELT Journal 92, 7-14.
  • 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 & Vidal, J. (2019). De ‘Châtaignier’ a ‘Castañazo’: de la intercomprensión a la traducción de cómic. Textos. Didáctica de la Lengua y la Literatura, 83, pp. 66-71.
  • Llompart, Júlia & Vidal, J. (2019). De châtaignier a castanya: De la intercomprensió a la traducció de còmic. Articles de Didàctica de la Llengua i la Literatura, 80, pp. 66-71.
  • Moore, Emilee (2021). Introduction: Inclusive epistemologies and practices of out-of-school English learning. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 7-25). Peter Lang.
  • Moore, Emilee, Bradley, Jessica & Simpson, James (Eds.) (2020). Translanguaging as transformation: The collaborative construction of new linguistic realities. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/MOORE8045
  • Moore, Emilee, Deal, Mandy & Herrera, Almudena (2021). Making Colin the poet real: English language learning as embodied action, aesthetics and emotion. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 143-160). Peter Lang.
  • Moore, Emilee & Hawkins, Margaret R. (2021). The affordances of an arts-based approach for building opportunities for young people’s learning. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 99-117). Peter Lang.
  • Moore, Emilee & Morodo, Andy (2021). Final reflections. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 161-164). Peter Lang.
  • Moore, Emilee & Vallejo, Claudia (Dirs.) (2021). Learning English out of school: An inclusive approach to research and action. Peter Lang.
  • Moore, Emilee, Vallejo, Claudia, Dooly, Melinda & Borràs, Eulàlia (2021). Out-of-school language learning and educational equity. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 27-42). Peter Lang.
  • Pratginestós, Cèlia & Masats, Dolors (2021). Learning English in translocal exchanges in Instagram chat.  In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 69-97).Peter Lang.
  • Vallejo, Claudia (2020). Child-volunteer socialisation in an after-school programme: a case study about transcaring and transformation. Language and Intercultural Communication, 20(6), 315-350. DOI: 10.1080/14708477.2020.1763378. 
  • Vallejo, Claudia (2020). Translanguaging as practice and as outcome: Bridging across educational milieus through a collaborative Service-Learning project. In Moore, Jessica Bradley & James Simpson (Eds.), Translanguaging as transformation: The collaborative construction of new linguistic realities (p. 234-250). Bristol: Multilingual Matters.
  • Zhang, Miaomiao & Llompart, Júlia (2021). Participant roles in linguistic mediation activities in a digital storytelling project. In Moore, Emilee & Vallejo, Claudia (Eds.) Learning English out of school: An inclusive approach to research and action (pp. 119-141). Peter LangIn
The appropriation of English as a global language at the Catalan school: A multilingual, located and comparative approach (APINGLO-CAT)

Summary

The aim of this coordinated project is conducting a comparative study in two regions on the appropriation of English as a global language, emblem of contemporary bi / multilingualism and engine of many bi / multilingual education proposals from recent decades in the Spanish state. The comparison is relevant due to the different linguistic context from the two communities, one officially bilingual (Catalonia) and the other socially constructed as monolingual (Castilla-La Mancha), but also due to the significant demographic, socioeconomic and sociocultural differences between Barcelona and Ciudad Real (and their respective areas of influence). The comparison will allow us to expand, deepen and problematize linguistic, social and educational ideologies around the use and learning of English in Spain, in a context of multiple and profound technological, cultural and social transformations. To this end, we will conduct a linguistic ethnography in three types of educational centres (public, charter and international private schools) to investigate the linguistic practices and perspectives of the various stakeholders involved (government, families, teachers, teams and students) from a critical, multilingual and multidimensional (ideological, discursive and interactional) perspective. The results of this project will enlighten the meanings, aspirations and desires related to multilingualism in general and to English in particular, both in Catalonia and in the rest of the state, which will dialogue with results of similar studies carried out in other countries around the world.

Part of the project “Multilingual Education in the Global Age: Markets, desires, practices and identities among adolescents in two Spanish regions” (MUEDGE) coordinated with the University of Castilla-La Mancha (PI: Dr Ana Maria Pastor Relaño), with the participation of the Autonomous University of Madrid, the University of Bristol and the University of Hong Kong. General Coordination: Dr Eva Codó, UAB.

Project details (GREIP members as part of the research team)

Dates: 01/01/2015 – 31/12/2018

Funding entity: MINECO

Code: FFI2014-54179-C2-1-P

Budget: 38.000€

PI: Dr Eva Codó (Universitat Autònoma de Barcelona)

Participating GREIP members: Dr Emilee Moore, Dr Adriana Patiño Santos

Knowledge for Network-based Education, Cognition & Teaching (KONECT)

Project webpage: https://tefluab.wixsite.com/konect

Summary

It is our position that teachers will have a key role in preparing future citizens to be ‘e-functional’. Being ‘e-functional’ entails many areas of competences, apart from digital and linguistic skills, not least of which are the ability to employ multiple literacies in order to work and communicate in multilingual and multimodal contexts. Even as students become increasingly more adept at the use of technology, schools must help them couple these digital capacities with the type of knowledge construction that they will need in an interconnected world in order to ‘e-function’ effectively. Taking an action research approach, this project proposes specific measures for improving primary and middle-school students’ communicative and academic skills in order to better ensure their responsible participation in our knowledge society. This study designs and implements international, telecollaborative projects that present communicative and cognitive challenges to the students in order to pinpoint the necessary skills for participating effectively in a network-based learning environment. Due to the international partnerships between classrooms, students will develop other proficiencies such as English as a Lingua Franca and intercultural communicative competences. Naturalistic data is recorded, compiled and transcribed from these implementations in order to analyse, evaluate and expand on them. Results from the analysis will serve for an educational reference model that can be used in teacher education and other learning contexts. The study also aims to contribute to the growing scientific interest in the analysis of computer-mediated interactions for knowledge construction.

Project details (GREIP as research team leader)

  • Dates: 01/01/2014 – 31/12/2018
  • Funding entity: Ministerio de Economia y Competitividad: Proyectos I+D del Programa Estatal de Fomento de la Investigación Científica y Técnica de Excelencia
  • Code:  EDU2013-43932-P
  • Budget: 108,000€
  • PI: Dr. Melinda Dooly
  • GREIP Members: Dr. Dolors Masats, Dr. Emilee Moore, Dr. Artur Noguerol, Dr. Luci Nussbaum, Dr. Amparo Tusón
    • Working team: Pre-doctoral research assistants: Nathaly González Acevedo, (Universitat Autònoma de Barcelona); Jelena Marjanovic (Universitat Autònoma de Barcelona); Saliha Özcan, (Universitat Autònoma de Barcelona).
  • Collaborating members (associates): Francesca Helm; Universitat Degli Estudis di Padova (IT); Dr. Numa Markee, University of Illinois Urbana Champaign (USA); Dr. Robert O’Dowd, Universidad de León (ES); Dr. Randall Sadler, University of Illinois Urbana Champaign; Dr. Shannon Sauro, Mälmo University (SW), Dr. Steven Thorne, University of Groningen (NL) & Portland State University; Dr. Enza Tudini, University of South Australia (AUS); Dr. Virginia Unamuno, Conicet (AR).  

Publications resulting from the project

Plurilingual, Audiovisual and Digital Competences as Means to Construct Knowledge in Multilingual and Multicultural Communities of Practice (PADS)

Project webpage: https://pagines.uab.cat/pads/en

Summary

Language teaching in today’s society should consider how the use of ICT and social networking influence learning, which, due to technology, very often occurs in multilingual milieus. Issues such as the presence of immigrant students in mainstream classrooms, the opening of those classrooms to pupils from other schools (through, for example, telecollaborative projects), the use of Internet as a tool for searching information but also for sharing what one has learnt (just to cite a few examples) raise the need to redefine concepts such as literacy, communicative competence, intercultural competence, text, text genre, and so on. There is a need to provide a learning environment that integrates all the competences, especially in project-based classrooms where there is often a clear target audience beyond the walls of the classroom itself. For instance, when learners read and construct non-linear texts, they may be seeking information in more than one language and they may need to include audio and images. Thus, it is patently obvious that it is necessary to treat in an integrated manner all the competences that make it possible for learners to develop the skills for building content knowledge through language use: multilingual and intercultural, audiovisual, digital and other skills related to different areas of knowledge in school curricula. Such an integrative proposal is essential for both the fields of language education and of research on teaching and learning of languages.

This project – which develops from previous studies carried out by the same team – aims to design, experiment and evaluate in inclusive classrooms authentic methodological proposals (projects), targeted at local students and students of immigrant origin and designed to enhance the joint development of the competences listed above. The study of learners’ communicative practices during the development of these global pedagogical projects will allow the reformulation of the concept of communicative competence. It will also provide for the expansion of the types of school texts that cater for the multimodal nature of communication. Moreover, the project will endeavour to understand the development of the multiple literacies that makes communication possible. In line with the research methodology traditionally adopted by the applicant research team, the experimental part of our study will be the result of collaborative work between faculty and school teachers.

Project details (GREIP as research team leader)

  • Dates: 01/01/2010 – 31/12/2013 (extended until June 2014)
  • Funding entity: Ministerio de Economia y Competitividad: Proyectos I+D del Programa Estatal de Fomento de la Investigación Científica y Técnica de Excelencia
  • Code:  EDU2010-17859
  • Budget: 71.900€
  • PI: Dr. Dolors Masats
  • GREIP Members: Dr Luci Nussbaum Capdevila, Dr Amparo Tusón Valls, Dr Artur Noguerol Rodrigo, Dr Melinda Dooly Owenby, Dr Virginia Unamuno Kaschapava, Dr Adriana Patiño Santos, Dr Laia Canals Fornons, Dr Xavier Pascual i Calvo, Dr Víctor Corona Villavicencio.
    • Working team: Dr. Laia Canals (Universitat Autònoma de Barcelona), Txema Diaz (Universitat de Lleida); Àngel Maldonado, Maria Mont (Universitat Autònoma de Barcelona/CEIP St. Jordi), Dr. Xavier Pascual (Universitat Autònoma de Barcelona), Vírginia Roselló (Universitat de les Illes Balears), Iñaki Rubio Manzano (author), Dr. Randall Sadler (University of Illinois Urbana Champaign), Dr. Sònia Sierra (author & Catalan politician)
    • Technical team: Javier Albines, Victor Corona Villavicencio

Related publications

  • Víctor Corona (2012). Globalización, identidades y escuela: lo latino en Barcelona. Unpublished PhD dissertation. Universitat Autònoma de Barcelona.
  • Dooly, Melinda. (2013). Promoting competency-based language teaching through project-based language learning. In M.L. Pérez Cañado (Ed.) Competency-based language teaching in higher education. (pp. 77-91). Dordrecht: Springer.
  • Dooly, Melinda. (2015). Learning to e-function in a brave new world:Language teachers’ roles in educating for the future. In A. Turula & B. Mikolajewska (Eds.) Insights into technology enhanced language pedagogy (pp. 9-24). Bern/Vienna: Peter Lang.
  • Dooly, Melinda. (2015). Networked classrooms and networked minds: Language teaching in a brave new world. In Paul Seedhouse & Christoper Jenks (Eds.) International perspectives on the ELT classroom (pp. 84-109). Houndsmills, Basingstoke/New York: Palgrave MacMillan.
  • Dooly, Melinda & Masats, Dolors. (2015). A critical appraisal of foreign language research in CLIL, YLL and TELL in Spain (2003-2013). Language Teaching, 48(3) 1-30.
  • Dooly, Melinda & Sadler, Randall. (2016). Becoming little scientists: technologically-enhanced project-based language learning. Language Learning and technology, 20(1) 54-78.
  • Dooly, Melinda, Mont, Maria & Masats, Dolors. (2014). Becoming little scientists: A case study of technologically-enhanced project-based language learning. APAC Journal, 78: 34-40.
  • Nussbaum, Luci & Cots, Josep Maria (2011). Doing learning languages in a multilingual context: Pragmatic aspects of classroom discourse in Catalonia. In L. Payrató & J.M. Cots (eds.) The Pragmatics of Catalan. Londres: De Gruyter, 331-359.
  • Nussbaum, Luci. (2013). Interrogations didactiques sur l’éducation plurilingue. In V. Bigot, A. Bretegnier & M. Vasseur (Eds.) Vers le plurilinguisme? 20 ans après. Paris. Albin Michel.
  • Nussbaum, Luci. (2014) Una didàctica sociolingüística de les llengües? Bellaterra Journal of Teaching & Learning Language & Literature, 7 (3): 1-13.
  • Nussbaum, Luci. (2014). Le parler plurilingue comme ressource d’apprentissage. Tréma, 42: 77-85.
  • Pim, Chris. (2013). Emerging technologies – emerging minds. Digital innovations within the primary sector. In G. Motteram (Ed.), Innovations in technology for English language teaching and learning (pp. 15-43). London: British Council. (PADS is highlighted as a case study in the chapter).
  • Sadler, Randall & Dooly, Melinda. (2013). Language learning in virtual environments: Research and practice. In Michael Thomas, Hayo Reinders & Mark Warschauer (Eds.) Contemporary computer-assisted language learning (pp. 159-182). Continuum: London & New York.
  • Prat Sabater, Maria. & Sierra Infante, Sònia. (2011). Los neologismos en la sociedad de la información: análisis de su presencia y ausencia en las fuentes lexicográficas escolares. Revista Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 12(3), 141-163.
  • Sierra Infante, Sònia. (2013). Mezclar para crear: Escritura de cuentos con la técnica del mashup. Textos de didáctica de la lengua y la literatura: 92-99.
  • Unamuno, Virginia. (2011). Entre iguales. Notas sobre la socialización lingüística del alumnado inmigrado a Barcelona. Sociolinguistic Studies, 5(2), 321–346. https://doi.org/10.1558/sols.v5i2.321
  • Unamuno, Virginia. (2011). Plurilingüismo e identidad entre jóvenes aborígenes chaqueños (Argentina). Interacçoes, 17, 11-35.
The development of multilingual competences of secondary school students from local and migrant background: continuities and discontinuities between educational and non educational practices (DECOMASAI)

Summary

The main goal of this project is to relate school and non-school contexts in which secondary-school students develop their multilingual competence, putting verbal and non-verbal language use into play in complex communicative situations. We set out from the assumption that the relationship between linguistic uses in school and non-school contexts is relevant to understanding several socio-educational phenomena, such as the success of linguistic reception programmes of migrant youths (both in and out of schools) or the possibility that these new minorities may participate and be included in society.

From an ethnographic and a sociolinguistic perspective, we intend to explore, qualitatively, the linguistic uses of students attending schools in different areas of Catalonia, the ways in which such uses are articulated into communicative repertoires and in which those repertoires interact with the repertoires that successful school participation requires. That is to say, our goal is to investigate the continuities and discontinuities between school and non-school communicative practices in which students of different origins living in Catalonia are involved, in order that this study contributes to the understanding of the dynamics of social inclusion and exclusion.

Although we aim to pursue establishing collaborative projects with teachers within the framework of research-further education projects, for the first time in this study we intend to get students involved in the research process. This links up with the second goal of our project: to trial a didactic unit which aims to increase students’ metalinguistic and metacommunicative awareness. We will do this by means of a didactic proposal based on the teaching-learning of contents from the language curriculum (language diversity, registers, varieties, jargon, etc.) and of new communication technologies (creation and edition of short videos). Both goals are closely related. Our project aims to get students involved in gathering and analysing data about multilingual non-school practices by shooting a short documentary and analysing such practices in a final report. A final goal of our project is to contribute data and results to pre-service and in-service teacher training, as well as to agents involved in reception and linguistic programmes for migrants and young people in general.

Project details (GREIP as research team leader)

  • Dates: 01/01/2007 – 31/12/2010
  • Funding entity: Ministerio de Ciencia y Educación (Spanish Ministry of Education and Science)
  • Code:  SEJ2007-62147-EDUC
  • Budget: 70.900€
  • PI: Dr. Virginia Unamuno Kaschapava (2007-2009), Dr. Dolors Masats Viladoms (2009-2010)
  • GREIP Members: Dr Eva Codó Olsina, Víctor Corona Villavicencio, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava, Dr Artur Noguerol Rodrigo, Dr Luci Nussbaum Capdevila, Dr Adriana Patiño Santos, Dr Amparo Tuson Valls.

Publications resulting from this project

Barrieras, M., Comelles, P., Fidalgo, M., Junyent, C., y Unamuno, V. (2009) Diversitat lingüística a l’aula. Construir centres educatius plurilingües. Barcelona: EUMO editorial.

Escobar Urmeneta, C.  (2009a) ¿Por qué no te callas? o Avaluar, Ensenyar i Aprendre Comunicació Oral  a l’educació secundària. Articles, 47: 99-111.

Escobar Urmeneta, C.  (2009b) Cuando la lengua de la escuela es diferente de la lengua familiar, Cuadernos de Pedagogía, 395: 46-51. 

Dooly, M., y Unamuno, V. (2009) Multiple languages in one society: categorisations of language and social cohesion in policy and practice.Journal of Education Policy, 24 (3): 217 – 236.  

Masats, D., Dooly, M., y Costa, X. (2009) Exploring the potential of language learning through video making. A L. Gómez Chova, D. Martí Belenguer y I. Candel Torres (eds.). Proceedings of EDULEARN09 Conference (p. 341-352). Valencia: IATED. 

Nussbaum, L. (2009) Integrar lengua y contenidos. Cuadernos de Pedagogía, 395: 56-58.

Unamuno, V. (2009) Dinàmiques sociolingüístiques i immigració: l’escola com a microcomunitat. A C. Junyent  et al. (Ed.). Llengua i acollida. Barcelona: Horsori. 

Vídeos del projecte DECOMASAI: 8 vídeos sobre Varietats Lingüístiques; Comunicació Gràfica, Comunicació No Verbal i Multilingüisme. Produïts el 2008 per l’alumnat dels Instituts d’Educació Secundària Príncep de Viana de Sant Andreu i Eugeni d’Ors de Badalona. Es poden veure a https://linguamonaudiovisual.cat amb els següents noms: PVMulti; EDOMulti; PVCNV; EDOCNV; PVVA; EDOVA; PVCG i EDOCG. 

Multilingual competences in the teaching/learning of curricular content in the primary school (COMUCOCU)

Summary

The project forms part of a larger study, in coordination with the UdL (Universitat de Lleida) entitled Enseñanza integrada de habilidades multilingües y contenidos curriculares dirigida escolares autóctonos e inmigrantes (Integrated teaching of multilingual abilities and curricular content aimed at native and immigrant students). The study aims to:

  • explore, through qualitative analysis,the needs of teacher training in relation to teaching and multilingual education;
  • elaborate and test – in mixed teams of inservice teachers, teacher trainees and university teachers – teaching modules which integrate Castillian, Catalan and Foreign Languages and subject content
  • evaluate the results of the proposal in terms of the learning of both subject and language competences and in the adaptation of teaching processes in view of the results.

Project details (GREIP as research team leader)

Dates: 13/12/2004 – 13/12/2007

Funding entity: Ministerio de Ciencia y Tecnología, Dirección General de Investigación (Spanish Ministry of Science & Technology, General Council of Research

Code: SEJ2004-06723-C02-01

Budget: 25.980 €

PI: Dr. Luci Nussbaum

  • GREIP Members: Dr Eva Codó Olsina, Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Laura Llobet Garcés, Dolors Masats Viladoms, Dr Artur Noguerol Rodrigo, Dr Luci Nussbaum Capdevila, Dr Amparo Tuson Valls, Dr Virginia Unamuno Kaschapava

Publications resulting from this project

  • Dooly, M. (2007) How do language teachers understand multilingual competencies? Findings from qualitative research into teachers’ perspectives on linguistic diversity. En Guasch, O y L. Nussbaum (eds.) (2007) Aproximacions a la competència multilingüe. Bellaterra: Servei de Publicacions Universitat Autònoma de Barcelona, 101-116
  • Dooly, M. (2007) Constructing differences: A qualitative analysis of teachers’ perspectives on linguistic and cultural diversity. Linguistics and Education, 18, 142-166. 
  • Dooly, M. (2005) How aware are they? Research into teachers’ attitudes about linguistic diversity. Language Awareness. 14(2/3), 97-111.  
  • Dooly, M. (2005) Linguistic Diversity: A Qualitative Analysis of Foreign Language Teachers’ Category Assembly. Tesi doctoral inédita
  • Dooly, M. (2004) Language education: Are we giving equal opportunities to all? En De la teoria … a l’aula. Formació del professorat I ensenyament de les Ciències Socials, R. Batllori I Obios, A.E. Gómez Martínez, M. Oller I Freixa y J. Pagès i Blanch (eds.),. Bellaterra: Servei de Publicacions Universitat Autònoma de Barcelona, 478-485 
  • Escobar, C. & Nussbaum. L. (2008) Tasques d’intercanvi d’informació i processos d’aprenentatge a l’aula AICLE. Camps, A & Milian, M (coords.) Mirades I veus. Recerca sobre l’educació lingüística I literària en entorns plurilingües, 160. GRAO. ISBN: 978-84-7827-525-0 
  • Escobar Urmeneta, C. (2007) Mesurament  de competències lingüístiques en aules AICLE, en contextos multilingües: allò que els  números amaguen. En: Guasch, O.; Nussbaum, L. (eds) (2007) Aproximacions a la noció de competència multilingüe. Bellaterra: Servei de Publicacions de la UAB: 133-146.
  • Escobar, C y Unamuno, V.   (accepted) Languages and language learning in Catalan Schools: From the bilingual to the multilingual challenge.   A:  Hélot, C. & de Mejía, AM (eds.): Forging Multilingual Spaces: Integrating Majority and Minority Bilingual Education. Clevedom.  Multilingual Matters. 
  • Escobar, C. (2006) Una propuesta PEL de evaluación criterial para la educación secundaria. A Cassany, D. (ed.) Portfolio Europeo de las Lenguas de secundaria y su aplicación en el aula. Madrid: Instituto Superior de Formación del Profesorado del MECD de España. pp. 77-107
  • Escobar, C. (ed.) (2006) Algunes formes d’intervenció en la formació plurilingüe. A Nussbaum, L i Unamuno, V. (eds.) Usos i competències multilingües d’escolars d’origen immigrant. Bellaterra: Servei de Publicacions de la UAB. pp. 135-166
  • Escobar, C. (2006) Descriptors de competències i estudiants de secundària: una relació difícil? Articles de didàctica de la llengua, 39: 17-33.
  • Escobar, C. (2004) Para aprender a hablar hay que querer decir algo. Glosas Didácticas, 12. Revista electrónica 
  • Escobar, C. (2004) Content and language integrated learning: Do they learn content? Do they learn language? A Anderson, J.D., Oro, J.M. & Varela, J. (eds) Linguistic Perspectives from the classroom: Language teaching in a multicultural Europe. Universidade de Santiago de Compostela. pp. 27-38
  • Escobar, C. & Pérez-Vidal, C. (2004) Teacher education for the implementation of a Content and Language Integrating Learning approach (CLIL) in the school system. A Wilkinson, R.(ed.) Integrating Content and Language. meeting the challenge of multilingual education. Maastricht: Universitaire Pers Maastricht. pp. 402-415
  • Masats, D., Nussbaum, L. & Unamuno, V. (2007) When activity shapes the repertoire of second language learners. A L. Roberts et al (eds). EUROSLA Yearbook (selected papers of EUROSLA 16 and 15 conferences). Amsterdam: John Benjamins. pp 121-147
  • Cots, J.M. & Nussbaum, L. (2008) Communicative competence and institutional affiliation: interactional processes of identity construction by immigrant students in Catalonia, International Journal of Multilingualism, 5. pp. 17-40. ISSN: 1479-071                      
  • Codó, E & Nussbaum, L. (2007) Plurilingüisme et promotion d’une langue minoritaire: tensions et contradictions.Langage & Sociéte, 121-122. pp. 275-288. ISBN: 978 2 7351 1102 2 / ISNN: 0181-4095 (possar a la web)
  • Guasch, O. & Nussbaum, L. (2007) Aproximacions a la competència multilingüe. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona/DLLCCSS ISBN: 978- 84-608-0626-4 
  • Nussbaum, L. & Unamuno, V. (eds.) (2006) Usos i competències multilingües entre escolars d’origen immigrant. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona. ISBN: 84-490-2431-5 
  • Nussbaum, L., Escobar, C. & Unamuno, V. (2006) Una lingüística interactivista de la enseñanza y el aprendizaje de llenguas. A Camps, A. (coord.). Diálogo e investigación en las aulas. Investigaciones en Didáctica de la Lengua y la Literatura. Barcelona: Graó pp. 183-204 falta por pòner en la web
  • Nussbaum, L. & Unamuno, V. (2006) La compétence sociolinguiistique, pour quoi faire? Mondada, L & Pekarek, S. (eds.) La notion de compétence: études critiques. Bulletin Vals-Asla, 84. pp. 47-65. ISSN: 1023-2044
  • Nussbaum, L. (2006) Les defis de l’école por le maintien et la transmission du catalan en Catalogne. Boyer, H. (coord.) Langues, minorées, langues d’enseignement?, Revue de didactologie des langues-cultures et de lexiculturologie. Bulletin Suisse de Linguistique Appliquée 143. pp 355-369. ISBN: 978-2-252-03548-1 / ISNN 0071-190X 
  • Nussbaum, L. (2005) Competencias e identidades lingüísticas de escolares inmigrantes en Cataluña. A D. Lasagabaster & J. M. Sierra (eds.) Multilingüismo, competencia lingüística y nuevas tecnologías. Barcelona: ICE-HORSORI. ISBN 84-96108-20-1 122
  • Nussbaum, L.(2005) Monolinguisme et polyglossie dans la Barcelone d’aujourd’hui. Bulletin Suisse de Linguistique Appliquée, 82, 5-24 
  • Nussbaum, L. & Cots, JM. (2005) Pratiques linguistiques des jeunes immigrés en Catalogne. A C. Van Den Avenne (ed.) Mobilités et contacts de langues. París. L’Harmatan. pp. 95-107  
  • Nussbaum, L. (2004) Dilemas y desafíos de la educación lingüística. Estudios de sociolingüística: Linguas, sociedades e culturas. 5 (2): 207-218 ISSN 1576-7418 
  • Unamuno, V.  (2008) Multilingual switch in peer classroom interaction. Linguistics and Education, 19, 1-19. ISSN: 0898-5898  
  • Unamuno, V. & E. Codó (2007) Categorizar a través del habla: la construcción interactiva de la extranjeridad. Discurso y Sociedad, 1 (1): 117-143 ISSN 1887-4606.
  • Unamuno, V. & Nussbaum, L. (2006) De la casa al aula: ámbitos y prácticas de transmisión y aprendizaje de lenguas. Textos de Didáctica de la Lengua y de la Literatura (42): 43-51. 
  • Unamuno, V. & Nussbaum, L. (2006) La familia i l’entorn com a espais de transmissió de llengües. A Nussbaum, L. & Unamuno, V. (eds.) Usos i competències multilingües entre escolars d’origen immigrant, Bellaterra: Servei de publicacions de la Universitat Autònoma de Barcelona. pp. 63-80
  • Unamuno, V. & Nussbaum, L. (2006) L’escola com a espai de pràctiques multilingües. A Nussbaum, L. & Unamuno, V. (eds.) Usos i competències multilingües entre escolars d’origen immigrant, Bellaterra: Servei de publicacions de la Universitat Autònoma de Barcelona, 81-100 
  • Unamuno, V. & Nussbaum, L. (2006) Los usos lingüísticos en una escuela del Raval (Barcelona): entre objetos de discursos y prácticas sociales. A Actas de la I Reunión Científica Internacional de Etnografía y Educación. València: Germania
  • Unamuno, V. & Nussbaum, L. (2006) Competències orals multilingües d’alumnat estranger a Catalunya. Immersió Lingüística. Revista d’Ensenyament integrat de llengües i continguts, 7: 115-122 
  • Unamuno, V. & Nussbaum, L. (2006) De la casa al aula: ámbitos y prácticas de transmisión y aprendizaje de lenguas. Textos de Didáctica de la Lengua y de la Literatura (42): 43-51 
  • Unamuno, V. & Nussbaum, L. (2005) L’entrevista com a pràctica social i com a espai de construcció d’identitats. A M. Labarta (ed.) Approaches to Critical Discourse Analysis. València: Universitat de València 
  • Unamuno, V. & Nussbaum, L. (2005) Hacia una educación lingüística crítica. Aula de innovación educativa, 129: 6-9. ISSN 1131-995X 
  • Unamuno, V. & Nussbaum, L. (2005) Competències orals multilingües d’alumnat estranger a Catalunya. Immersió Lingüística, 7: 115-122  
  • Unamuno, V. & Nussbaum, L. (2005) Pràctiques interactives entre aprenents de llengües segones i estrangeres. Articles: Revista de didàctica de la llengua i de la literatura, 37: 57-69 ISSN 1133-9845 
  • Unamuno, V. (2005) L’entorn sociolingüístic i la construcció dels repetertoris lingüítics de l’alumnat immigrat a Catalunya. Noves SL.: Revista de sociolingüística,1. ISSN 1695-3711 
  • Unamuno, V. & Nussbaum, L. (2005) Pràctiques interactives entre aprenents de llengües segones i estrangeres. Articles: Revista de didàctica de la llengua i de la literatura, 37: 57-69. ISSN 1133-9845 
  • Unamuno, V. & Nussbaum, L. (2005) Competències orals multilingües d’alumnat estranger a Catalunya. Immersió Lingüística, 7: 115-122 
  • Martín Rojo, L. Nussbaum, L. & Unamuno, V. (2004) Dilemas de las políticas lingüísticas y de su estudio. Estudios de sociolingüística: Linguas, sociedades e culturas. 5 (2): 187-190 ISSN 1576-7418
Linguistic education in multilingual contexts: sociolinguistic perspectives

Summary

The project is founded on a research question which emerges from the latests findings in the field of language science applied to language learning: what is the impact of the development of language awareness skills on knowledge transfer among different languages and on the growth of a mulitilingual communicative competence? This implies (a) the elaboration of a model of description and assessment of multilingual competences and (b) the design of a metalinguistic-based and learner-based didactic unit. The project focuses on a specific sample population: students of immigrant origin, whose presence in Catalan schools has increased by 100% over the past ten years and who attend state schools in 89% of the cases. The results of this research may be useful for the development of more effective educational proposals for the integration of this population in mainstream classrooms.

Project details (GREIP as research team leader)

Dates: 01/02/2003 – 31/01/2008

Funding entity: Ministerio de Ciencia y Technología (Spanish Ministry of Science and Technology)

Code: Ramón & Cajal Program

Budget: 161.248,96 €

PI: Dr Virginia Unamuno Kaschapava

Publications resulting from the project

  • Unamuno, V. (2004) Dilemas metodológicos, preguntas de investigación. Estudios de sociolingüística: Linguas, sociedades e culturas, 5 (2): 219-230. ISSN 1576-7418
  • Unamuno, V. (2003) Lengua, escuela y diversidad sociocultural. Hacia una educación lingüística crítica. Barcelona: Editorial Graó.
  • Martín Rojo, Nussbaum, L. & Unamuno, V. (2004) Dilemas de las políticas lingüísticas y de su estudio. Estudios de sociolingüística: Linguas, sociedades e culturas. 5 (2): 187-190. ISSN 1576-7418
  • Unamuno, V. & Nussbaum, L. (2004) Hacia una educación lingüística crítica. Aula de innovación educativa, 129: 6-9. ISSN 1131-995-X
Development of linguistic, discursive and sociocultural competencies in both, native tongues (Spanish and Catalan) and Foreign languages, of newly-arrived students of immigrant backgrounds (DECOLALE)

Summary

The project studies the communicative profiles of primary and secondary students of immigrant origin in the three target languages and then designs and implements communicative tasks which favour the development of communicative competencies in these students.

Firstly, the project aims to describe the sociolinguistic environment of the children and adolescents who have recently arrived to the Catalan school system and to study the possibilities offered by this environment and the education system for language learning. Secondly, the project intends to study the communicative competencies of the students in varying interactional situations, bearing in mind the many variables (amount of time in Catalonia, level of schooling, language use in the family environment, etc.) Finally, proposals for intervention were designed and evaluated. The study is qualitative and involves compilation of ethnographic and conversational data.

Project details (GREIP as research team leader)

Dates: 28/12/2001 – 27/12/2004

Funding entity: Ministerio de Educación y Cultura, Dirección General de Investigación (Spanish Ministry of Education & Council, General Council of Research

Code: BSO2001-2030

Budget: 32.196,22 €

PI: Dr. Luci Nussbaum

  • GREIP Members: Dr Josep Maria Cots (UdL), Dr Cristina Escobar Urmeneta (UAB), Dr Artur Noguerol Rodrigo (UAB), Dr Amparo Tuson (UAB), Dr Virginia Unamuno Kaschapava (UAB), Esther Baiget (UdL), Montserrat Irun (UdL), Dolors Masats Viladoms (UAB)
  • Other collaborators: Lluís Maruny (EAP Baix Empordà), Mònica Molina (Escola d’Adults de La Bisbal), Xabi Martin (research assistant, AGAUR)

Publications resulting from this project

  • Nussbaum, L. i Unamuno, V. (eds.) (2006) Usos i competències multilingües entre escolars d’origen immigrant. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.(Textos de JM Cots, C. Escobar, M. Irún, M. Martínez, L. Nussbaum i V. Unamuno.)
  • Cots, JM. i Díaz, J. M. (2005) “El aula de acogida de alumnos de origen inmigrante en Catalunya” a D. Lasagabaster i J.M. Sierra (eds.) Multilingüismo, competencia lingüística y nuevas tecnologías. Barcelona. ICE-HORSORI.
  • Cots, JM. i Nussbaum, L. (2005) “Pratiques linguistiques des jeunes immigrés en Catalogne” a C. Van Den Avenne (ed.) Mobilités et contacts de langues. París. L’Harmatan, 95-107.
  • Nussbaum, L. (2005) “Competencias e identidades lingüísticas de escolares inmigrantes en Cataluña” a D. Lasagabaster i J.M. Sierra (eds.) Multilingüismo, competencia lingüística y nuevas tecnologías. Barcelona: ICE-HORSORI.
  • Nussbaum, L. (2005) “La transcripción de la interacción en contextos de contacto y de aprendizaje de lenguas” a Y. Bürki i E. De Steffani (eds.) Transcriptio. Berna: Peter Lang.
  • Nussbaum, L. (2005) “Monolinguisme et polyglossie dans la Barcelone d’aujourd’hui.” Bulletin Suisse de Linguistique Appliquée, 82, 5-24.
  • Unamuno, V. i Nussbaum, L. (2005) ” Pràctiques interactives entre aprenents de llengües segones i estrangeres” a Articles: Revista de didàctica de la llengua i de la literatura, 37: 57-69.
  • Unamuno, V. i Nussbaum, L. (2005) “Competències orals multilingües d’alumnat estranger a Catalunya.” Immersió Lingüística, 7: 115-122.
  • Unamuno, V. i Nussbaum, L. (2005) “L’entrevista com a pràctica social i com a espai de construcció d’identitats” a M. Labarta (ed.)Approaches to Critical Discourse Analysis. València: Universitat de València.
  • Martín Rojo, L. Nussbaum, L. i Unamuno, V. (2004) “Dilemas de las políticas lingüísticas y de su estudio” en Estudios de sociolingüística: Linguas, sociedades e culturas. 5 (2). pp. 187-190
  • Maruny, L i Molina, M. (2004) “El procés d’aprenentatge del català en alumnes marroquins a l’ensenyament obligatori” a X. Besalú i T. Climent (coords.) Construint identitats. Espais i processos de socialització dels joves d’origen immigrant. Barcelona: Mediterrània: 239-253.
  • Molina, M. et al. (2004) Guia per als cercles de conversa. Pla Local de Formació de Salt: Centre de Formació d’Adults de Salt. Departament de Benestar i Família: Direcció General de Formació d’Adults.
  • Nussbaum, L. (2004) “De cómo aprender lenguas y contenidos curriculares actuando” en Aula de innovación educativa, 129. pp. 20-23
  • Unamuno, V. (2004) “L’entorn sociolingüístic i la construcció de repertoris lingüístics de l’alumnat immigrant a Catalunya” Noves SL. https://www6.gencat.net/llengcat/noves.
  • Unamuno, V. i Nussbaum, L. (2004) “Hacia una educación lingüística crítica” a Aula de innovación educativa, 129: 6-9.
  • Cots, J.M. i Nussbaum, L. (2003) “Consciència lingüística i identitat” a J. Parera, L. Nussbaum i M, Milian (eds.) L’educació Lingüística en situacions multilingües i multiculturals. Barcelona. ICE/HORSORI: 71-89.
  • Nussbaum, L. (2003) “Dynamiques polyglossiques en Catalogne” a L. Mondada et S. Pekarek (eds) Plurilinguisme, Mehrsprachigkeit, Plurilingualism: Festschrift für G. Lüdi. Tübingen: Francke: 15-27.
  • Parera, J., Nussbaum, L., Milian, M. (eds.) (2003) L’educació lingüística en situacions multiculturals i multilingües. Barcelona. ICE/HORSORI.
  • Unamuno, Virginia (2003) Lenguas, escuela y diversidad sociocultural. Hacia una educación lingüística crítica. Barcelona: Editorial Graó.
  • Nussbaum, L. (2002) “La interacción entre aprendices en clase de lengua extranjera” en A.M. Mejia i R.N. Oviedo (Ed.): Nuevos caminos en educación bilingüe en Colombia, Cali: Universidad del Valle, 71-92.
  • Nussbaum, L. (2002) “Relations ethniques et éducation dans les sociétés divisées.” Journal of International Migration and Integration, 3(2): 202-303.
  • Nussbaum, L.; Tusón, A. i Unamuno, V. (2002) “Procédures de contour des problèmes de langue dans l’interaction entre apprenants “, en F. Cicourel et D. Véronique (eds.) Discours, action et appropriation des langues, Paris: Presses de Sorbonne la Nouvelle, 143-197.
  • Cots, J. M. i Nussbaum, L. (eds) (2002) Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas. Lleida: Milenio.
  • Cots, J. M. i Nussbaum, L. (2002) “Visiones de la conciencia lingüística: del currículo a las prácticas de aula” a Cots, J.M.; Nussbaum, L. (eds.). Pensar lo dicho. La reflexión sobre la lengua y la comunicación en la enseñanza de lenguas. Lleida: Milenio, 55-68.
  • Cots, J.M. i Nussbaum, L. (2001) “L’aprenentatge de llengues estrangeres en un context multilingüe i multicultural.” Escola Catalana, 377: 10-14.
  • Maruny, L. i Molina, M. (2001) “Identidad sociocultural y aprendizaje lingüístico: el caso de la inmigración.” Textos de Didáctica de la Lengua y de la Literatura, 26: 55-64.
  • Maruny, L. i Molina, M. (2001). “L’adquisició del català en alumnes d’origen marroquí a l’ensenyament obligatori.” Noves SL: estiu 2001. https://cultura.gencat.net/llengcat/noves/hm01estiu/catalana/maruny1_10.htm
Building of competences in the Learning of Foreign Language through tasks (COCOLALE)

Summary

This project involves the study of activities carried out during communicative pair-work tasks between foreign language learners (adults learning Spanish, adolescents studying French and English and children studying English). The study looks at the improvement of communicative competences in the target language. The data was recorded in regular language classrooms while students were engaged in three related tasks based on purchasing food. The recorded data was carefully transcribed and the analysis deepened into the traces of conversational activities present in the interactions.

Project details (GREIP as research team leader)

Dates: 01/12/1997 – 01/12/2001

Funding entity: Ministerio de Educación y Cultura, Dirección General de Enseñanza Superior (Spanish Ministry of Education & Council, General Council of Higher Education

Code: PB96-1219

Budget: 1,740,000 pesetas

PI: Dr. Luci Nussbaum

  • GREIP Members: Dr Luci Nussbaum Capdevila, Dr Amparo Tusón, Dr Virginia Unamuno Kaschapava, Beatriz Caballero de Rodas González, Cristina Escobar Urmeneta, Dolors Masats Viladoms, Antonio Sánchez Solá

Publications resulting from this project

  • Escobar , C. (2003) “La evaluación de la interacción oral” Mosaico,10:18-25
  • Escobar, C. (2002) “Attention and the processing of comprehensible input in communication tasks among secondary school learners” a Nizegorodcew, Anna (Ed.) Beyond L2 Teaching. Krakow, Jagiellonian University Press: 45-52
  • Escobar , C. (2002) “Interacción oral y aprendizaje de lenguas extranjeras”.Mosaico, 8: 23-30
  • Escobar, C. i Nussbaum, L. (2002) “¿Es posible evaluar la interacción oral en el aula?” a Miquel, Lourdes y Sants, Neus (eds.) Didáctica del Español como Lengua Extranjera. Madrid: Cuadernos del tiempo libre: 37-51
  • Escobar, C. (2001) “Promoting and assessing oral interaction in the classroom: the oral portfolio” APAC Monographs 4: 7-27
  • Escobar, C. (2001) “Investigación en acción en al aula de lengua extranjera: la evaluación de la interacción mediante el portafolio oral” A. Camps (ed.) El aula como espacio de investigación y reflexión. Barcelona: Graó, 69-84
  • Masats, D. i Unamuno, V. (2001) “Constructing social identities and discourse through repair activities” a Susan Foster-Cohen and Anna Nizegorodcew. (eds.) Eurosla Yearbook. Volume I. 2001. Amsterdam: John Benjamins Publishing Company. pp. 239-254
  • Escobar, C. (2000) El portafolio oral como instrumento de evaluación formativa en el aula de lengua extranjera. Tesi de doctorat inèdita. Universitat Autònoma de Barcelona
  • Escobar, C. (2000) “Recerca – acció a l’aula de llengua estrangera: el portafoli oral” a Camps, Anna et al. (Eds.) Recerca i formació en didàctica de la llengua. Barcelona, Graó: 143- 158
  • Escobar , C. i Nussbaum, L. (2000) “Pair work discussion and language learning in secondary education” APAC OF NEWS 39: 23-25
  • Masats, D., Nussbaum, L., Tusón, A. i Unamuno, V. (2000) “Entre Simetría y Complementariedad: la Coenunciación en el Discurso de Aprendices de Lenguas” a María Dolores Muñoz Núñez et al. (eds.) IV Congreso de Lingüística General: Cádiz, 3-6 de abril. Cádiz: Servicio de Publicaciones Universidad de Cádiz. Volumen IV. pp. 1763-1774. ISBN: 84-7786-737-2
  • Escobar, C. (1999) “El papel de la autoevaluación como mecanismo regulador de la discusión por pareja” Textos 20: 61-74
  • Masats, D. (1999) La reparació en el discurs d’aprenents de llengües estrangeres. Tesina inédita. Universitat Autònoma de Barcelona
Local Government Funded Projects
Teachers as agents of tranformation through their engagement in cross disciplinary innovative project in the English classroom (DATE)

Summary

Project webpage: https://empoweringteachers.wixsite.com/website-1

The project is designed around the premises of collaborative research carried out in teams composed of in-service teachers and researchers. Participants, team members from Let’s Go project, work in join collaboration to promote and document transformation in educational practices with the aim to help secondary students improve their communicative competence in English and enhance their social and academic abilities. The project has the double folded objective to understand the challenges of innovating in social and economic disfavoured milieus and to demonstrate that innovation is only possible through initiatives that empower teachers and students alike.

The results are expected to contribute to the development of a model of teacher education that nourishes from the joint work done by the members of the research team, the teachers from the participating high schools and a group of pre-service teachers to ensure the development of reflective practice and professional skills as a tool to guarantee students’ learning success.

Project details (GREIP as research team leader)

  • Dates: 28/02/2017 – 27/02/2020 (extended to 31/01/2021)
  • Funding entity: Obra Social “la Caixa”. RecerCaixa 2016
  • Code:  2016ACUP-001
  • Budget: 96.930 €
  • PI: Dr Dolors Masats
  • GREIP Members: Dr. Melinda Dooly, Dr. Dolors Masats, Dr. Emilee Moore, Dr. Artur Noguerol, Dr. Luci Nussbaum, Claudia Vallejo
  • FAS members: Andy Modoro, Jordi Prat.
  • Collaborating institutions: Ajuntament de Badia del Vallès, Institut Badia del Vallès, Institut Federica Montseny (Badia del Vallès) i Serveis Territorials del Vallès Occidental.

Publications related to the project

  • Dooly, Melinda & Masats, Dolors (2019). ‘What do you zinc about the project?’: Examples of technology-enhanced project-based language learning. In Gulbahar Beckett & Tammy Slater (Eds.), Global perspectives on project-based language learning, teaching, and assessment: Key approaches, technology Ttols, and frameworks (pp. 126–145). NY/Milton Park, Abingdon: Routledge.
  • Guerrero, Paula (2019). De les dificultats d’aprenentatge a les barreres d’aprenentatge: el cas de la llengua anglesa. Master’s dissertation. Master in Psicopedagogy (UAB). Tutor: Josep Ma Sanhuja. Graded 9,1/10.
  • Herrera, Almudena & Moore, Emilee (2019). ‘The Butterfly Circus’: Targeting Social Inequalities Through English Teaching. APAC ELT Journal, 92: 1 (pp.7-14).
  • Llompart, Júlia; Masats, Dolors; Moore, Emilee, & Nussbaum, Luci. (2020). Mézclalo un poquito. A Melinda Dooly i Claudia Vallejo (Eds.), The evolution of language teaching: Towards plurilingualism and translanguaging. Special Issue: International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2019.1598934
  • Khyat, Amina (2020). Tell us a story! A shared learning experience: Creating materials for Year 1 EFL learners at a secondary school. End-of-Degree Dissertation. Grau en Educació Primària (UAB). Tutora: Dolors Masats. Grade: 10 (Matrícula d’Honor).
  • Masats, Dolors (2019) Planificar proyectos globales significativos. Memorial II Congreso Internacional en Didáctica de la Lengua Castellana. Manizales: Universidad de Manizales [Summary of the workshop provided, by invitation, at the conference. http://www.congresointernacionalendidacticas.com/public/archivos/ memoria_lengua_castellana.pdf]
  • Masats, Dolors (2019) Proyecto lingüístico de centro y la formación holística de los aprendices de lengua(s). Memorias II Congreso Internacional en Didáctica de la Lengua Castellana. Manizales: Universidad de Manizales. [Summary of the workshop provided, by invitation, at the conference. http://www.congresointernacionalendidacticas.com/public/archivos/ memoria_lengua_castellana.pdf]
  • Masats, Dolors & Guerrero, Paula (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.
  • Masats, Dolors & Noguerol. Artur (2016). Proyectos lingüísticos de centro y currículo. In D. Masats i L. Nussbaum (Ed.), Enseñanza y aprendizaje de las lenguas extranjeras en educación secundaria obligatoria (p. 59-84). Madrid: Síntesis. ISBN digital: 9788490779590.​​​​
  • Masats, Dolors, & Pratginestós, Cèlia (Eds.). (2021). Lessons learnt in schools implementing project-based learning. Barcelona: Omnia Science. (Open Access)
  • Masats, Dolors, & Pratginestós, Cèlia (Eds.) (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.
  • Pintó Calderer, Ivet (2020). Music for our ears. A shared learning experience: Creating materials for Year 2 EFL learners at a secondary school. End-of-Degree Dissertation. Grau en Educació Primària (UAB). Tutora: Dolors Masats. Grade: 10 (Matrícula d’Honor).
  • Pratginestós, Cèlia; Solans, Jorge & Masats, Dolors (2019). Exchanging glances on the development of a joint education and research programme carried out at a secondary school in a socioeconomically underprivileged milieu. In Luís Gómez Chova, Agustín López Martínez & Ignacio Candel Torres (Eds.), Proceedings of ICERI2019 Conference (1407-1412). Valencia: IATED Academy [Abstract]
Preparing future English teachers with digital teaching competences and the know-how for application to practice: a collaborative task between university teachers, school tutors and pre-service teachers 

Summary

The project aims to improve the training of Primary Education pre-service students from the Autonomous University of Barcelona who choose to study their fourth year in the English specialization. This group consists of about 40 future teachers, half of whom have completed their studies in English and the other half has done it in Catalan.

The project proposes two types of specific objectives. On the one hand, we want to implement a proposal for innovation in the training of future English specialists through collaborative work among teachers from the university, school teachers and teacher-trainers. On the other hand, we want to do research on the feasibility and challenges posed by our proposal for innovation. For this reason, we formulate the following objectives:

  1. Contribute to the development of the digital competence through engaging future teachers in telecollaborative training practices with students from an American university and with their own peers.
  2. Ensure that during the practicum V in schools, the experience of future teachers serves as scaffolding that enables them to design and implement educational proposals that allow elementary students to develop digital skills.
  3. Create a training model that draws on joint work between University teachers and practice tutors, schools’ practice tutors and teachers trainers to ensure the development of professional skills related to the use of new technologies in the classroom and communication management by all stakeholders.
  4. Promote the improvement of English language proficiency of future teachers through observation and analysis of their discourse practices in the classroom during the performance of the subject of practices V.

Our research objectives are related to the evaluation of our proposal for innovation and observation of the challenges, this makes us want to answer the following questions:

  1. How are teaching and digital knowledge and skills built?
  2. What mechanisms help in training teachers to transfer their practical knowledge and skills acquired as learners?
  3. What procedures promote cooperation for improving teaching quality? What challenges need to be addressed?
  4. Can discourse analysis in the classroom itself contribute to the improvement of communicative competence in the classroom?

Project details (GREIP as research team leader)

  • Dates: 28/07/2016 – 27/07/2018
  • Funding entity: Agència de Gestió d’Ajuts Universitaris i de Recerca, Generalitat de Catalunya
  • Code:  2015 ARMIF 00010
  • Budget: 9.750,00 €
  • PI: Dr. Dolors Masats
  • GREIP Members: Dr. Melinda Dooly, Dr. Luci Nussbaum, Dr. Xavier Pascual, Claudia Vallejo
    • Working team: Maria Llanes (PhD student); Primary Education teachers: Josep Cortada, Marta Rueda, and UAB Primary Education -English specialization- pre-service teachers.
  • Collaborating members (associates): Dr. Randall Sadler, Dr. Constanza Tolosa, Javier Barba, Maria Mont
Designing a Teacher Training Model for Semi Immersion Classrooms in a Foreign Language  

Summary

This research takes into account the opportunities when working in a collaborative way with expert and non expert teachers. Non-expert teachers conform the group doing the Pràcticum at CQP (practical sessions in order to get the teaching degree). Since this Pràcticum is developed in two contexts, High Schools and the University, we have organized our model involving: research-action and self-apprenticeship. Our main purposes are:

  1. To allow non-expert teachers (practicioners CQP) to test didactic units CLIL, designed by themselves. These didactic units will be developed supported by tutors in Foreign Language teaching and tutors in other curricular contents.
  2. To invite praticioners to present their results in order to be evaluated and adjusted between all participants.
  3. To organize seminars to promote discussions about obtained results between expert and non-expert teachers. These exchanges will be the foundations to formulate a CLIL teachers training model. 

Project details (GREIP as research team leader)

Dates: 01/03/2006 – 30/03/2007 (extension to 01/03/2007 and 01/03/2008)

Funding entity: DURSI: Departamento de Universidades, Investigación y Sociedad de la Información

Code: 2006 ARIE10011, 2007 ARIE00011

Budget: 12,000 €

PI: Dr. Cristina Escobar

  • GREIP Members: Dr Cristina Escobar Urmeneta, Dr Melinda Dooly Owenby, Dr. Artur Noguerol Rodrigo, Dr Luci Nussbaum Capdevila, Dr Virginia Unamuno Kaschapava, Laura Llobet Garcés,Dr Dolors Masats Viladoms, Zoraida Horrillo Godino
  • External collaborators: Dr Carmen Pérez Vidal, Maria Rosa Batlle Pou, Margarita Caballero de los Arcos, Adriana Cordeiro Azebedo, Mª Àngels Hernández Sierra, Azucena Pé Estella, Antonio Sánchez Sola, Josep Maria Cots, Moltserrat Oller, Jordi Deulofeu Piquet, Montserrat Pagès, Núria Pelàez Carballo, Montserat Irun, Elisabeth Eixarch, Marta Gallart
Construction of the category “foreigner” within Linguistic Welcome and Education Proposals orientated towards the incorporation of late-coming students into the Catalan education system

Summary

The aims of this study is to contribute to the improvement of reception (language teaching especially) of newly arrived students and to provide a critical review of the language education policies framing the reception of immigrant students. Based on the compilation and analysis of a multimodal corpus of data (textual, interactional and field observation), the project will pinpoint the way in which categories related to “foreigner” are constructed and the way in which these categories are projected into the linguistic repertoires of individuals working with these students.

Project details (GREIP as research team leader)

Dates: 01/10/2004 – 31/06/2006

Funding entity: Universitat Autònoma de Barcelona, Programa Noves Línies de Recerca

Code: PNL2004-38

Budget: 5.600 €

PI: Dr Virginia Unamuno Kaschapava

  • GREIP Members: Dr Eva Codó Olsina, Dr Melinda Ann Dooly Owenby, Dr Luci Nussbaum Capdevila, Dr Amparo Tuson Valls, Victor Corona, Emilee Moore

Related publications

  • Corona, Victor. (2006). L’altra acollida: fragment d’una etnografia. Escola Catalana, 432, 26-28.
  • Cots, Josep Maria & Nussbaum, Luci. (2005). Pratiques linguistiques des jeunes immigrés en Catalogne. In C. Van Den Avenne (ed.) Mobilités et contacts de langues (pp. 95-107). París: L’Harmatan.
  • Dooly, Melinda. (2005). How aware are they? Research into teachers’ attitudes about linguistic diversity. Language Awareness, 14, 2/3, 97-111.
  • Nussbaum, Luci.(2005). Competencias e identidades lingüísticas de escolares inmigrantes en Cataluña. In D. Lasagabaster & J. M. Sierra (eds.) Multilingüismo, competencia lingüística y nuevas tecnologías (pp. 29-52). Barcelona: ICE-HORSORI.
  • Nussbaum, Luci. (2005). Monolinguisme et polyglossie dans la Barcelone d’aujourd’hui. Bulletin Suisse de Linguistique Appliquée, 82, 5-24.
  • Nussbaum, Luci & Unamuno, Virginia (eds.) (2006). Usos i competències multilingües entre escolars d’origen immigrant. Bellaterra: Servei de Publicaciones de la Universitat Autònoma de Barcelona.
  • Nussbaum Luci & Unamuno, Virginia. (2006). La compétence sociolinguistique, pour quoi faire? Bulletin Suisse de linguistique apliquée, 84, 47-65.
  • Unamuno, Virginia & Nussbaum, Luci. (2005). Pràctiques interactives entre aprenents de llengües segones i estrangeres. Articles: Revista de didàctica de la llengua i de la literatura, 37, 57-69.
  • Unamuno, Virginia & Nussbaum, Luci. (2005). Competències orals multilingües d’alumnat estranger a Catalunya. Immersió Lingüística, 7, 115-122.
  • Unamuno, Virginia & Nussbaum, Luci. (2005). Hacia una educación lingüística crítica. Aula de innovación educativa, 129, 6-9.
  • Unamuno, Virginia & Nussbaum, Luci. (2006). De la casa al aula: ámbitos y prácticas de transmisión y aprendizaje de lenguas. Textos de Didáctica de la Lengua y de la Literatura, 42, 43-51.
  • Unamuno, Virginia & Nussbaum, Luci. (2006) Competències orals multilingües d’alumnat estranger a Catalunya. Immersió Lingüística. Revista d’Ensenyament integrat de llengües i continguts, 7, 115-122.
Collaborative tasks and academic and linguistic learnings in inclusive Science and Foreign Language CLIL classrooms

Summary

This projects aims at evaluating the impact of the implementation of a series of collaborative CLIL tasks (in this case Science is taught either through English or French) has on the learning of scientific knowledge (science) and on foreign language learning (English or French). In order to be able to offer examples of best practices to the educational community, a second research goal is related to the detection of (a) the problems or difficulties teachers and learners need to overcome and (b) the teaching and managerial strategies expert CLIL teachers put at play.

Project details (GREIP as research team leader)

Dates: 30/10/2004 – 31/03/2007 (extension to 01/03/2007 and 01/03/2008)

Funding entity: AGAUR

Code: 2004 ARIE 00058, 2005 ARIE 10056

Budget: 15.000 €

PI: Dr. Cristina Escobar

  • GREIP Members: Dr Cristina Escobar Urmeneta, Dr Melinda Dooly Owenby, Dr Artur Noguerol Rodrigo, Dr Luci Nussbaum Capdevila, Dr Virginia Unamuno Kaschapava, Laura Llobet Garcés, Dolors Masats Viladoms
  • External collaborators: Dr Carmen Pérez Vidal, Maria Rosa Batlle Pou, Margarita Caballero de los Arcos, Adriana Cordeiro Azebedo, Maria Àngels Hernández Sierra, Azucena Pé Estella, Antonio Sánchez Sola

Publications resulting from the project

  • Escobar, C. (2004) ¿Qué quiere decir un siete? AULA de innovación educativa, 129: 33-38.
  • Escobar, C. (2004) Para aprender a hablar hay que querer decir algo. Glosas Didácticas, 12. 
  • Escobar, C. & Pérez-Vidal, C. (2004) Teacher education for the implementation of a Content and Language Integrating Learning approach (CLIL) in the school system. A: Wilkinson, R. “Integrating Content and Language. meeting the challenge of multilingual education.” Maastricht: Universitaire Pers Maastricht: 402-415.
  • Roquet, M., Escobar, C. & Cuscó, I. (2004) Is it possible to teach History in English to students with a limited command of the language? EuroClic Newsletter. 
  • Escobar, C. (2004) Content and language integrated learning: Do they learn content? Do they learn language? A: Anderson, J. D., Oro, J. M. & Varela, J. (editors) Linguistic Perspectives from the classroom: Language teaching in a multicultural Europe. Universidade de Santiago de Compostela: 27-38.
  • Nussbaum, L., Escobar, C. ∓ Unamuno, V. (2006) Una lingüística interactivista de la enseñanza y el aprendizaje de llenguas. A: Camps, Anna (coord.) (en curs de publicació). Diálogo e investigación en las aulas. Investigaciones en Didáctica de la Lengua y la Literatura. Barcelona: Graó.
International Cooperation

Throughout it’s long history, GREIP has been involved in many different types of Cooperation Projects, especially in Nicaragua and Argentina. Here you can see some recent examples:

Argentina:

  • Intercultural Bilingual Education (IBE) in the Impenetable (Chaco, Argentina): Detection, exchange and dissemination of educational and training experiences
    • Foundation ‘Autónoma Solidaria’ – 2014-2015
  • Aboriginal languages and plurilingual education: diagnosis of situation and formation of indigenous teachers in ‘El Chaco’ (Argentina)
    • Foundation ‘Autónoma Solidaria’ – June-December 2011

Nicaragua:

Melinda Dooly, Dolores Masats, Artur Noguerol & Luci Nussbaum have participated in several editions of the Master in Teaching for Specific Areas organized by the ICE-UAB and held in different locations of the ‘Universidad Nacional Autónoma de Nicaragua’.

The GREIP research team (Grup de Recerca en Ensenyament i Interacció Plurilingües) aims to ensure that our research and teaching meet all ethical principles based on the UNESCO Universal Declaration of Bioethics, the Declaration of Helsinki and the Belmont Report. These declarations enshrine the principles of benevolence, non-maleficence (an obligation not to intentionally inflict harm), autonomy and justice as well as the protection of human rights, human dignity and the right to privacy and confidentiality of the data derived from research. An important focus of our research is to try to ensure that the results of our research benefit society and as well as the subjects involved in our investigation.

For these motives, we have elaborated and duly respect the following research protocol, based on the guidelines by the Comissió d’Ètica en Experimentació a la UAB [Universitat Autònoma Council on Research Ethics] and the European Ethics Documentation Centre.

GREIP Research Protocol
  • Before embarking on any research project, the GREIP research team will carefully consider any potential risks or harm that may arise as a result of the research. In the case of potential risks, the research team will establish the means to minimise the likelihood and impact of each potential harm that has been identified.
  • The GREIP research team will always provide sufficient information to reviewers, ethical board members and participants to fully comprehend the scope of any research project under the aegis of the research team. This will include clear information on the aims of the research, the rationale and justification for the research, the study design (including data collection and methods of analysis) as well as a justification for all of the research methods to be used. The head researcher of the project will make their contact details available to all informants for any complaints or ethical issues that may arise during the period of research and these will be dealt with through the local ethics board. This procedure includes doctoral studies supervised by any GREIP research team member. 
  • The GREIP research team will always obtain informed consent from all parties involved in the research prior to implementing the research project. This will include full disclosure of any anticipated risks to the subjects, whether the respondents will be compensated in any way, the methodology to be used and data treatment. A compliance document between parties (GREIP research team and the informant) will be signed by the individuals who are responsible for each institution (e.g. head researcher, head of school). In the case of research carried out with children under the age of 18 and which is in collaboration with schools, the education centre will provide parental consent for research to be carried out in the centre. In the case of a research project carried out with informants outside of an institution, on a one-to-one basis, signed consent will be obtained by each informant prior to beginning the research. In the case of research carried out with children under the age of 18 and which is not in collaboration with schools, the head researcher will seek signed parental consent. These procedures include doctoral studies supervised by any GREIP research team member. 
  • Requests for consent will always include the possibility of opting out of the research. In cases where opting out carries ethical issues of an individual being unable to partake in educational activities, the individual will take part in the research activity but data will not be collected whenever possible. The filming of the whole group will avoid close-ups of these people. In cases where it is impossible to avoid up-close data recording of said persons, the data will be eliminated.
  • The GREIP research team will ensure confidentiality of all research subjects, including data stemming from systematic reviews of documents, which might be considered sensitive due to a) the racial or ethnic origin of the participant; b) their political opinions; c) their religious beliefs or other beliefs of a similar nature; d) whether the participant is a member of a trade union; e) their physical health including their mental health or any medical conditions; f) their sexual life; g) the commission or alleged commission by them of any offence; or h) any proceedings for any offence committed or alleged to have been committed by the participant, the disposal of such proceedings or the sentence of any court in such proceedings.  This confidentiality clause includes data from doctoral studies supervised by any GREIP research team member. 
  • In the case of compilation of personal data from the informants, such data shall always be obtained only for specified and lawful purposes, and shall not be further processed in any manner incompatible with those purposes. Personal data shall be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed. Personal data shall be accurate and, where necessary, kept up to date. Personal data shall not be kept for longer than is necessary. Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. This procedure includes doctoral studies supervised by any GREIP research team member.
  • Participant schools or informants may request viewing of all data related to the research before data management begins. If data is considered objectionable by the participating school or individual informant it will be destroyed upon presentation of a justifiable argument for doing so.
  • Access to raw data collected under the aegis of the GREIP research team will only be allowed to members of the immediate research team (in the case of locally, nationally and internationally funded research projects), to doctoral students and their supervisors (in the case of doctoral studies) and to collaborating researchers who are fully accredited (e.g. completion of an international ethics research exam; demonstrable research trajectory), following explicit permission by the research members involved in the data collection and full disclosure to the informants.
  • The method of processing the data will be fully disclosed to the informants before beginning data compilation. These methods include anonymizing the names of individuals and institutions, blurring of faces in videos and images, deleting information that can lead to recognition of participants such as locations, names of cities, etc.
  • Processed data (anonymized, codified, etc.) may be used for academic or educational purposes such as publications, conferences, teaching materials and policy documents only if this has been included in the written consent form signed by the informants. Anyone who has not been directly involved in the data compilation may only have access to processed data for such purposes (publications, teaching materials, etc.) after requesting explicit permission from those responsible for the data collection. 
  • In the case of international research collaboration in which a member of the GREIP team is the lead investigator, the ethic statements of all the countries involved in collecting and handling the data will be studied. Explicit protocols concerning collection and treatment of data as well as use of data for publications and other academic output will be elaborated which cover as many of the ethical requirements of the countries as possible. However, compliance to the ethical considerations concerning the collection and handling of data in each country will be the direct responsibility of the collaborating researcher in that country.