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, heldthe 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.

Research projects

Images created by Artificial Intelligence

Ongoing

Research projects
VR4ED

Summary

Virtual Reality for Education (VR4ED) is a Private-Public-Partnership (PPP) between the University of Illinois at Urbana Champaign, University of California Santa Barbara, University of North Texas, Meta and Immerse Inc. The project aims to provide Meta Quest II VR headsets to underserved public high schools in Illinois, Texas, and California and to provide support for teachers in those schools and develop a teacher’s guide for the use of Virtual Reality to implement integrated language teaching.

Project details (GREIP as project member)

  • Dates: 01/12/2022 – 31/12/2024
  • Funding entity: Meta
  • Budget: $350,000
  • PI: Dr. Randall Sadler, University of Illinois at Urbana Champaign (USA)
  • UAB members: Dr. Melinda Dooly (external expert)
  • Research team members: Dr. Randall Sadler, University of Illinois at Urbana Champaign, Dr. Dorothy Chun, University of California Santa Barbara, Dr. Regina Kaplan-Rakowski, University of North Texas, Dr. Tricia Thrasher, Immerse Inc, Dr. Melinda Dooly, Universitat Autònoma de Barcelona
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)
DECERC-GM: El Desarrollo de la Competencia Escrita y el Razonamiento Crítico en los Grados de Maestro

Summary

Research on teaching writing in compulsory schooling has undergone extensive development in our country and in the last decade, in line with international research. However, there is a lack of transfer of the results to all teachers and therefore a low impact on classroom practice. When students arrive at university they have a very low writing level which suggests that students spend little time writing in school. This in turn suggests that teachers are not aware of the need to adequately address the complex teaching-learning process that writing requires and the need to break the dynamics of poor teaching of written composition that continues throughout schooling and that affects the preparation with which students access the Master’s Degrees. This project assumes that it is necessary to interrelate a) the reflective processes of the learners at the time of writing, b) the creation of dialogic spaces in the context of written composition to develop critical reasoning and c) the implementation of interventions in the classroom aimed at accompanying the teaching-learning processes. The project is organized around a series of specific objectives: (1) to characterize the students’ knowledge and content on written composition and critical reasoning in the subject programs; (2) design a direct instruction intervention; (3) implement this direct instruction design in the classrooms of Teacher Degrees; (4) know through the analysis of the texts written by the students if such intervention has produced improvement; (5) indicate if there is transfer when students write a text outside the margins of the designed intervention; (6) know the degree of ability of students to reflect on their own texts; and (7) prepare an orientation document for teachers in charge of the Teacher Degrees. In the context of global, interconnected and rapidly transforming societies, this project aims to respond to these needs in two ways: not only we are in the position of forming future critical and communicatively competent citizens. These citizens, in the development of their teaching profession, must become aware of the importance of this knowledge and know how to teach it. In this respect, a set of guidelines for teacher training will crystallize in a final document that will help to disseminate the results obtained.

Project details (project led by GREIP)

  • Dates: 01/09/2021 – 31/08/2025
  • Funding entity: Ministerio de Ciencia y Innovación
  • Code:  PID2020-117813RA-I00
  • Budget: 41,091€
  • PI: Dr. Xavier Fontich
  • Other UAB members: Dr. Dolors Masats Viladoms
    • Work team: Marcos Troncoso Diáz (predoctoral student), Juddy Torres Villamil (predoctoral student)
    • Participating institutions: Universitat Autònoma de Barcelona; Universidad de Zaragoza; Universidad Complutense de Madrid; Universidad de Extremadura; Universitat Internacional de Catalunya; Fontys Hogeschool Sittard (Holland); Université de Paris (France); Université de Cergy-Pontoise (France); Universidad Nacional de la Plata (Argentina); Instituto Politécnico de Setúbal (Portugal); Pädagogische Hochschule Heidelberg (Germany); Université du Québec à Montréal (Canada); Odense University (Denmark)
Innovation & Development
AI Literacy Network in Primary Education (AILIT)

Summary

AILIT addresses the sector priority on the “Development of key competences” by offering an engaging way to learn and practice reading and writing in a collaborative and networked way, providing authentic reader and writer roles for students in primary education. This will be done by creating an AI-driven platform that scaffolds students writing and lets students read and work on each other’s writing across geographical and linguistic borders. This project will address these concerns by matching students’ texts to student readers in other countries, applying state of the art human AI-technology to establish authentic reader and writer situations. The cutting edge innovation in AILIT is the application of recommender algorithms to make sure that the students’ get texts that trigger their interest, and the offering of digital scaffolding material (video, text and audio) as a complement to conventional teacher scaffolding of students’ writing. AILIT addresses the sector priority on tackling learning disadvantage, early school leaving and low proficiency in basic skills. It will allow each student write on their level, and still find an audience interested in reading the text. The digital scaffolding material also allows some students to self-teach, and may potentially give the teacher more time to focus his/her guidance on students’ with special needs.

Project details (GREIP as research team member)

  • Dates: 01/09/2022 – 31/08/2025
  • Funding entity: Erasmus+ KA220-SCH – Cooperation partnerships in school education
  • Code: 2022-1-NO01-KA220-SCH-000087617
  • Budget: 400,000€ (total project); UAB: 38,967
  • PI: Dr. Arild Michel Bakken (Universitetet i Stavanger, Norway)
  • GREIP members: Dr. Melinda Dooly (PI UAB), Dr. Xavier Fontich, Dr. Dolors Masats, Dr. Emilee Moore.
  • Other partners:
    • Universities: Universiteit Twente (Belgium), Dublin City University (Ireland), Universidade de Aveiro (Portugal), Universitat Autònoma de Barcelona (GREIP team)
    • Schools: Fjelltun skole (Norway), Escola Les Llisses (Spain), Scoil Mhuire Gan Smal (Ireland)

Completed

Research projects

European Commission Funded Projects

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.
Innovation & Development

European Commission Funded Projects

METLA: Mediation in Teaching, Learning and Assessment

Summary

The ECML project proposal METLA sets out to develop a Teaching Guide for foreign language teachers (of primary and secondary education) who want to include linguistic mediation in their classrooms. This will contain an introduction regarding the theory and practice of teaching and assessing mediation and six chapters with leveled (A1-C2) examples of tasks in different languages. A digital Repository, which will include tasks for various educational environments, will also be produced.

Project details (GREIP as member of research team)

  • Dates: 01/09/2020 – 31/12/2023
  • Funding entity: Council of Europe (ECML/CELV)
  • PI: Dr Maria Stathopoulou, National Technical University of Athens
  • GREIP members: Dr. Dolors Masats
  • Other members: Eva Braidwood, University of Oulu; Bessie Dendrinos, University of Athens; Franziska Gerwers, University of Hamburg; Katerina Krimpogianni, National and Kapodistrian University of Athens; Magdalini Liontou, University of Oulu; Sílvia Melo-Pfeifer, University of Hamburg; Phyllisienne Vassalo Gauci, Malta University
Digitizing Pedagogical Task Design for Interactional Competence (DIGITASK4IC)

Summary

DIGITASK4IC will create a digital task generator for pedagogical tasks, linked with an annotated task catalogue and an OER library to support teacher trainers and trainee teachers. The project sets out to 1) provide teacher trainers in higher education institutions with digital support for their training of (foreign language) pre-service teachers, specifically in how they efficiently develop pedagogical tasks; 2) ensure that they understand how to design tasks to achieve rich spoken outcomes informed by task-based language teaching (TBLT); 3) provide input and digital support on task development for second/additional/foreign language (L2) interactional competence (IC).

The core element of the project – the DIGITASK platform – will consist of a software, a mobile application and a website for generating pedagogical tasks that foster L2 IC. The DIGITASK4IC team will identify intersections between language teacher education, foreign language teaching, TBLT and L2 IC. This will be used as a basis to identify the interactivity potential of pedagogical tasks in the subsequent intellectual output, namely the Digital Task Catalogue that is a comprehensive documentation of existing local, regional, national, European and/or international pedagogical task types. Based on this background, the project team will create a Digital OER Library to be used as the expert-filtered task design materials. Subsequently, the consortium will produce the Digitization of Pedagogical Task Design plan that will constitute the basis for the development of the DIGITASK platform. Following the release of DIGITASK, the platform will be improved with methodological packages for teaching foreign languages (Turkish, German, French, Spanish, English) using DIGITASK based on sample pedagogical tasks and task sequences. The final output of the project will be the Digital Training Module designed both as a self-learning tool and an instructional tool to be used by the target participants.

As a result of the successful completion of all project outputs and activities, the consortium will produce a platform and an innovative tool that will have significant impact on teacher trainers and pre-service teachers by providing theoretically and methodologically sound materials together with an open-access and user-friendly application. Through the main outcome, DIGITASK, the project will innovate the task-based teaching of foreign languages and language teacher education practices by digitizing pedagogical task design and incorporating TBLT and L2 IC. In the long term, we expect that DIGITASK will have a central role in teacher training and will also be used in schools mainly through pre-service teachers transforming into school teachers and through the online resources including the Digital Training Module

Project details (GREIP as partner member of the research team)

  • Dates: 01/04/2021 – 30/09/2022
  • Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
  • Code: KA226-C97A4E3C
  • Budget: 152,585€ (total project); UAB: 63,191€
  • PI: Dr. Ufuk Balaman, Hacettepe University
  • GREIP members: Dr. Dolors Masats (PI UAB), Dr. Melinda Dooly, Dr. Emilee Moore
  • Associate GREIP members: Natalie González-Acevedo, Mónica López, Maria Mont, Dr. Xavier Pascual, Cèlia Pratginestós, Claudia Vallejo
  • Participating institutions: Hacettepe University, Turkey; Mugla Sitki Kocman University, Turkey; Universitat Autònoma de Barcelona, Spain; Universitaet Innsbruck, Austria

Related publications

Local Linguistic Landscapes for global language education in the school context (LoCALL)

Summary

This project: i) commits to acknowledging the added-value of superdiversity in language education, by mapping local Linguistic Landscapes (LL) and discussing them comparatively at an international level; ii) acknowledges the importance of involving youth, namely with migrant background, in active discovery and dissemination processes related to social and lived multilingualism and to their own linguistic repertoires.; iii) connects foreign language learning and language awareness through sociolinguistics discussions on language presence, roles and dynamics in broader social contexts, acknowledging languages and the linguistic resources that young people have at their disposal.

Since the literature recognizes the role of children and youth in multilingualism research and recommends an active role in research processes for them, we will develop a collaborative research project that sees adolescents as co-ethnographers and experts of LL in their own environment. LOCALL intends to foster pupils’ engagement and critical skills by calling multilingual youth from different countries to develop digital language paths through their towns for their classmates and on-site language courses for teachers of partner schools abroad.

Project details (GREIP as partner member of the research team)

  • Dates: 01/10/2019 – 30/09/2022
  • Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
  • Code: 2019-1-DE03-KA201-060024
  • Budget: €276.472,00 (total project); UAB: €45,664
  • PI: Dr. Silvia Melo-Pfeiffer (University of Hamburg)
  • GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB), Dr. Emilee Moore, Dr. Dolors Masats
  • Associate GREIP members: Klaudia Krusznyska, Mónica López Vera, Maria Mont
  • External collaborators: Paula Brito, Sonia Cadi
  • Participating institutions: Universidade de Aveiro (Portugal), Universitat Autònoma de Barcelona (Spain), University of Groningen (Netherlands), Unviersity of Hamburg (Germany), University of Strausbourg (France)

Publications related to the project

  • Krusznyska, Klaudia & Dooly, Melinda (tbp 2023). Thinking allowed: linguistic landscapes-based projects for higher-order and critical thinking skills. In S. Melo-Pfeifer (Ed.) Linguistic Landscapes in Language and Teacher Education – Multilingual Teaching and Learning Inside and Beyond the Classroom. Springer.
  • López, Mónica & Dooly, Melinda (tbp 2023). Languages around us: (in)visibility matters. In S. Melo-Pfeifer (Ed.) Linguistic Landscapes in Language and Teacher Education – Multilingual Teaching and Learning Inside and Beyond the Classroom. Springer.
  • Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans (available 2023). Guidelines for the introduction of linguistic landscapes in (foreign) language learning and teacher education.
  • Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Richtlinien für die Integration von Linguistic Landscapes in den (Fremd-) Sprachenunterricht und die Lehrkräfteausbildung.
  • Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Propositions pour l’introduction des paysages linguistiques dans l’apprentissage des langues (étrangères) et la formation des enseignants.
  • Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Richtlijnen voor de introductie van taallandschappen bij het leren van (vreemde) talen en in de lerarenopleidingen.
  • Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Orientações para a integração de paisagens linguísticas na aprendizagem de línguas (estrangeiras) e na formação de professor.
  • Dooly, Melinda; Duarte, Joana; Lourenço, Mónica; Young, Andrea; Andrade, Ana Isabel; Araújo e Sá, Maria Helena; Batista, Bruna; Baptista, Maria Augusta; Barreirinha, Maria dos Anjos; Brito, Paula; Cadi, Sonia; Carinhas, Raquel; Clemente, Mariana; Costa, Alice; das Neves, Alexandra; Faneca, Rosa; Fischer, Susann; Flörkemeier, Ruth; Gezelle-Meerburg, Babs; Gonçalves, Maria Cristina; Huilcan Herrera, Marcela; Kruszynska, Klaudia; Kuijper, Marlous; Ladeira, López Vera, Mònica; Loureiro, Maria José; Makarovo, Irina; Marques, Margarida M.; Martins, Filomena; Mary, Latisha; Masats, Dolors; Mont, Maria; Moore, Emilee; Paulsen, Kai; Pinto, Susana; Pion, Daniele; Pombo, Lúcia; Ramos, Isabel; Ribalta, Núria; Senos, Susana; Siemushyna, Maria; Silva, Francisco; Simões, Ana Raquel; Soepboer, Albertina; Tavares, Filipe; Vallejo, Claudia; Veenstra, Sibrecht; von Rosen, Julia; Wallinga, Ans. (available 2023). Guía para la introducción de paisajes lingüísticos en el aprendizaje de lenguas (extranjeras) y en la formación del profesorado.
  • Downloadable resources for the application of linguistic landscapes to teaching
Communities, Languages, and Activities App (ENACT)

Summary

In 2018, 22.3 million people of the 512.4 million people living in the EU were non-EU citizens, which poses a major challenge to ensure social integration, but also cultural and linguistic diversity. To address this challenge, this intercultural, intergenerational, and multi-sector project aims to 1) develop Open Educational Resources (OER) that will foster intercultural understanding within and between the members of immigrant and host communities; 2) promote opportunities for intergenerational interaction; 3) engage communities in co-producing materials for the OER; 4) provide support for task-based innovative digital pedagogy offering a real-world, immersive learning experience that brings culture to life; 5) bring a wider focus on the role of European cultural and linguistic heritage; 6) contribute to great social cohesion; and 7) foster inclusive higher education (HE) systems in the EU.

Our task-based innovative learning pedagogy will involve the development of a responsive web app tailored for the creation of, and engagement with interactive digital media (e.g. interactive videos, branching scenarios and interactive virtual 360 tours). The web app will also provide tools to support the creation of an online community ranging from commenting and voting on content on the platform to sharing and promoting content using existing mainstream social networking tools by providing shareable links. Using the web app, participants will co-create interactive digital artefacts for cultural activities (e.g. sewing, dancing, singing, children’s games, henna tattoos, puppet shows, etc), engage with the artefacts created by others, participate in an online intercultural community, and carry out activities of other cultures. Close collaboration among community members, nonprofit organisations, HE students, and HE staff will establish a model of inclusive HE systems with a local learning ecologies approach.

Project details (GREIP as partner member of the research team)

  • Dates: 01/10/2019 – 30/09/2021 (extended to 31/08/2022
  • Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
  • Code: 2019-1-UK01-KA203-061567
  • Budget: £272,926.00 (total project); UAB: €38,005€
  • PI: Dr. Muge Satar, Newcastle University
  • GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB), Dr. Emilee Moore, Dr. Dolors Masats, Claudia Vallejo
    • Research technician: Johanna Buitrago
  • Participating institutions: Newcastle University (UK), Boğaziçi University (Turkey), Cultura Foundation (Finland), Universitat Autònoma de Barcelona (Spain), University of Helsinki (Finland) Action Foundation and North East Solidarity Teaching (UK) 

Publications related to the project

  • Dodds, C. B., Satar, M., Kharrufa, A., Seedhouse, P., Sidorova, A., Spazheva, I., Buitrago Peña, J., Dooly, M., Öztekin, E., Akcan, S., Kotilainen, L., & Kurhila, S. (2020). Identifying requirements for supporting users in creating digital interactive cultural activities for task-based language learning. https://doi.org/10.13140/RG.2.2.15729.51042
  • Satar, M., Seedhouse, P., Kharrufa, A., Dodds, C. B., Ganassin, S., Whelan, A., Sidorova, A., Spazheva, I., Dooly, M., Buitrago Peña, J., Akcan, S., Erçetin, G., Haznedar, B., Öztekin, E., Kotilainen, L., & Kurhila, S. (2022). Developing certification, recognition, and evaluation systems for the ENACT project. https://doi.org/10.13140/RG.2.2.16829.33761
  • Buitrago Peña, Johanna & Dooly, Melinda (tbp). ‘I’m just one person’: Individual and collective perspectives on teaching and learning languaculture through the ENACT app (provisional title). Enact edited book.
Making Literacy Meaningful (MultiLit Moocs)

Summary

Within the European Union, teaching staff have been confronted with great challenges in heterogenous classrooms. One of these challenges relates to identifying suitable programmes for the teaching of language and literacy. Children may have a number of reasons for facing difficulties in this area, e.g. learning disabilities, a right to an individual special educational needs programme, social disadvantage, or a multilingual background. This challenge has increased over the past year, due to the increase in refugee numbers in Europe this past year, leading to rising numbers of pupils who struggle to follow lessons due to language issues. Many teachers have pointed out the lack of suitable professional development opportunities in this area, and in the area of differentiated facilitation of literacy. They are faced with growing challenges, often without the required knowledge or skills. The MultiLit Moocs project therefore aims to develop practically-oriented knowledge in the area of language and literacy development, and to make these available via an online-learning platform and two MOOCs (Massive Open Online Courses) to all those interested (teaching staff, volunteers, student-teachers, parents).

Resources have been made available in English, German, Spanish and Catalan, allowing teachers to address everyday questions in the area of language and literacy development for children with difficulties in these areas. The focus is on well-researched, yet practically oriented  ideas, allowing staff to draw parallels to their own practice and helping staff to gain ideas for their own teaching, as well as for longer-term planning of provision. The long-term usability of the project lies in the development of expert knowledge in the area of language and literacy facilitation, relevant both within the EU and internationally. 

Project details (GREIP as partner member of the research team)

  • Dates: 01/09/2016 – 01/09/2019
  • Funding entity: European Commission. Erasmus + KA2 – Cooperation for innovation and sharing good practices
  • Code: 519076-LLP-1-2011-1-UK-KAZ-KAZMP
  • Budget: 352,275€ (total project); UAB: 46,939€
  • PI: Hanna Sauerborn (Pädagogische Hochshcule Freiburg)
  • GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB), Dr Eulàlia Canals, Dr. Dolors Masats, Dr. Xavier Pascual, Claudia Vallejo
  • Other institutions: Universitat Autònoma de Barcelona (GREIP research centre), Adolf-Reichwein Schule (Freiburg), Université du Luxembourg, University of Sheffield, National College of Ireland. 

Publications related to the project

LearnBase

Summary

The aim of the project is to build a bridge between the latest research in second language learning and daily teaching practices concerning adult language learning (post-formal education; informal adult education; continued education). The project team will endeavour to transfer sound research results into daily teaching practices in order to attract more adults back to the language learning process that is often abruptly dropped. The project will combine the best from communicative classroom based teaching with an individual coaching process that meets individual participant’s needs and wants. Individual courses will be designed that combine the following:

  • The good experiences German universities have had with coaching and self-learning courses.
  • Individual supervision and guidance in second language learning, which has been tested in Denmark and Spain.
  • An analysis of each student’s individual learning style and learning biography.
  • The inclusion of digital media in a database that delivers both didactic and authentic material. The database will enable the student to experience the selected language in a virtual environment, which will simulate immersion learning and allow each student to choose the subjects they consider relevant to them. The database will be developed as part of the project.
  • A platform that allows tracking of students’ individual progress which can feed into delivery of group activities.

These materials will then serve as a base for a teacher training programme consisting of different flexible courses with an initial online phase, a classroom based phase and a final online phase for reflection and quality assurance of the practical implementation. The complete learning programme will be developed for English, German and Spanish and will be regularly evaluated and optimised with regards to the content and effect, compared with the latest research. All tools and experiences from the project will be readily available on an open platform in order to provide individual access to language learning across Europe, accompanied by an innovative resource bank.

Project details (GREIP as partner member of the research team)

  • Dates: 01/09/2015 – 30/11/2017
  • Funding entity: Directorate-General for Education and Culture (E+ Key Action 2- Cooperation for innovation and the exchange of good practices – 2015)
  • Code: 2015-1-ES01-KA203-016127
  • Budget: 247,075€€ (total project); UAB: 3000€
  • PI: Christoph Schepers Royal Danish Defense College (Copenhagen, Denmark)
  • GREIP members: Dr. Melinda Dooly (external evaluator)
  • Participating institutions: Central pentru Formarea Continua in Limba Germana (Medias, Rumania); Dänsk Folkeoplysnings Samrad (Copenhagen, Denmark); Folkuniversitetet (Stockholm, Sweden); ICC Languages (Offenbach am Main, Germany); Royal Danish Defense College (Copenhagen, Denmark); Studieforbundet Folkuniversitetet (Oslo, Norway); Universitat Autònoma de Barcelona (Barcelona, Spain); Volkshochschule Wiesbaden e. V. (Wiesbaden, Germany)
European Portfolio of Plurilingual Literacy Practices (KOINOS)

Summary

Koinos aims to analyse in a holistic way curricular contents that pursue the improvement of multilingual and intercultural competencies in school population, paying especial attention to multiliteracy and involving all educational agents in the community (schools, libraries, families, socio-cultural spaces, etc.) with the purpose of spur on cohabitation and social cohesion in the immediate environment with a wide temporary and geographic projection (future development of pupils in Europe). Likewise, the project will pay especial attention to improve competencies in those children who have mother tongues different than the school language and will give visibility to those familiar languages as cultural conduits. 

Project details (GREIP as partner member of the research team)

  • Dates: 01/09/2015 – 15/09/2017
  • Funding entity: European Commission
  • Code: 2015-1-ES01-KA203-016127
  • Budget: 258,285,00€ (total project); UAB: 42,427,00€
  • PI: Bart Hempen (Hogeschool-Universiteit Leipzig, Belgium)
  • GREIP members: Júlia Llompart, Dr Emilee Moore, Dr. Artur Noguerol, Claudia Vallejo
  • Other members: Dr. Miquel Essomba i Gelabert, Dr. Lluis Quintana Trias, (Universitat Autónoma de Barcelona), María R. Callejón Fornieles, Dr. Juli Palou Sangrà (Universitat de Barcelona), Marleny Colmenares Gonzalez (Instituto Municipal de Educación de Barcelona: IMEB)
  • Participating institutions: Universidade de Aveiro, Portugal, Universität Hamburg, Germany, Universität Hamburg, Germany, Université de Lyon, France,  Universitat Autònoma de Barcelona (Spain)

Related publications

  • Llompart, Júlia & Nussbaum, Luci  (2018). Doing plurilingualism at school: key concepts and perspectives. In Silvia Melo-Pfeifer & Christian Helmchen (Eds.), Plurilingual Literacy Practices. Bern: Peter Lang.
  • Vallejo, Claudia & Artur Noguerol. (2018). La multiculturalitat en els projectes de treball: les catifes viatgeres. In Silvia Melo-Pfeifer & Christian Helmchen (Eds.), Plurilingual Literacy Practices (pp. 103-118). Bern: Peter Lang.
The VOICE of European TeacherS (VOICES)

Summary

The VOICE of European TeacherS (VOICES) network offers students, teachers, primary and secondary schools, teacher trainers, researchers and others interested in education, opportunities for contact, exchanges, cooperative projects, and ongoing learning and sharing. Collaboration and reflection are essential learning practices within the VOICES network; therefore, a conference is held in a European city once a year; a digital newsletter is published twice a year; in-service professional development courses are offered periodically; and teachers regularly start their own projects in schools.

Ten universities of applied sciences from throughout Europe work together with VOICES network members to improve the quality of education in national and research groups. All national and research groups build on the European Teacher Model that was previously developed to strengthen the European Competences. Competences that are now needed to strengthen both our society and the world we live in. VOICES members support each other to develop innovative learning environments that encourage initiative, creativity, and use of technology to further understand our complex world.

Project details (GREIP as partner member of the research team)

  • Dates: 30/11/2012 – 01/12/2015
  • Funding entity: European Commission
  • Code: 519076-LLP-1-2011-1-UK-KAZ-KAZMP
  • Budget: 341,612€€ (total project); UAB: 35,000€
  • PI: Bart Hempen (Hogeschool-Universiteit Leipzig, Belgium)
  • GREIP members: Dr Melinda Ann Dooly Owenby (PI UAB)
  • Other UAB members: Dr. Jesús Granados, Dr. Maria Montserrat Rifà Valls, Maria Villanueva
  • Local school teachers: Javier Barba, Nuria Biosca, Anabel Borras, Ester Cardona, Monserrat Creus, Maria Jose de Haro, Eulalia Delgado, Esther Egea, Carolina González, Martha Fenoy, Manuela Moledo, Dori Ortiz, Arantxa Sánchez, Maria Del Mar Rodríguez Sánchez, Ines Rosado
  • Other institutions: University College of Teacher Education Styria (Austria), Hogeschool-Universiteit Leipzig (Belgium), The University of Milano-Bicocca (Italy), Saxion University of Applied Sciences (Netherlands), University of Minho (Portugal), Schwyz University of Teacher Education (Switzerland), Universitat Autònoma de Barcelona (Spain), Uludağ University (Turkey), and University of Derby (UK)

Publications related to the project

Involving parents in plurilingual and intercultural education (PARENTS)

Summary

The project Parents aims to disseminate knowledge relating to the cognitive and social benefits of plurilingual and intercultural education. It also aims to develop the inclusion of parents in the elaboration of plurilingual and intercultural activities at school. To achieve this second aim, teachers must be informed about and trained in the benefits of involving families in pluralistic approaches – pluringual and intercultural. The rationale for the programme has been developed in complementarity with the other Council of Europe units and addresses the following key issues raised during the thorough consultation process with the ECML partners and stakeholders. These issues and concerns are targeted by the ECML programme.

Target audience involved in project activities: teachers, teacher educators, parents and parents’ associations, national and international associations of experts in education promoting plurilingual approaches and teaching.

Project details

  • Dates: 01/09/2013-30/09/2014
  • Funding entity: ECML
  • PI: Stéphanie Clerc, Université Aix Marseilles, France
  • GREIP members: Dr. Artur Noguerol (PI UAB), Dr. Xavier Pascual
  • Participating institutions: Université Aix Marseille (France), Istituto Tecnico Statale “Vincenzo Arangio Ruiz” (Italy), Université de Genève (Switzerland) & Universitat Autònoma de Barcelona (Spain).

Related publications

Learning languages, cultures and cuisines in digital interactive kitchens (LANCOOK)

Summary

This EU-funded project develops language learning materials for European languages and cuisines: English, German, Spanish, Catalan, Italian and Finnish. The LANCOOK project aims to demonstrate both the utility and potential of the materials to promote genuinely situated language learning. It will also develop the first truly embedded sensing environment that can be used for complex real world tasks that comprise meaningful activities that people are highly motivated to engage in, such as cooking.

The materials are represented in terms of a ‘portable digital kitchen’, made up of tablet PC with touch screen and a set of utensils with embedded sensors and additional sensors for other kitchen equipment. This portable digital kitchen can function in any existing kitchen setup, ideally where there is access to kitchen equipment such as a counter, sink and an oven etc. The pedagogical materials are stored as a software programme in the unit and comprise of an integrated suite of materials for pre-task, during cooking task and post-task use. Each set of pedagogic materials will be produced in 6 different EU languages.  

Project details (GREIP as partner member of the research team)

  • Dates: 30/11/2011 – 01/12/2014
  • Funding entity: European Commission
  • Code: 519076-LLP-1-2011-1-UK-KAZ-KAZMP
  • Budget: 398,781€ (total project); UAB: 45,000€
  • PI: Dr Paul Seedhouse (University of Newcastle Upon Tyne)
  • GREIP members: Dr Dolors Masats Viladoms (PI UAB), Dr Melinda Ann Dooly Owenby
    • Research technician: Marta Juanhuix Piqueras
  • Participating institutions: Newcastle University (UK), Università degli Studi di Modena e Reggio Emilia (Italy), Helsingin yliopisto (Finland), Universität Paderborn (Germany) and Universitat Autònoma de Barcelona (Spain)

Publications related to the project

Integrating Telecollaborative Networks into Foreign Language Higher Education (INTENT)

Summary

The INTENT project aims to raise greater awareness among students, educators and decision makers of telecollaboration as a tool for virtual mobility in FL education at the Higher Education (university) level and also on achieving more effective integration of telecollaboration in Higher Education Institutions. The INTENT project has the following objectives:

  • Establish a clear overview of the levels of use of telecollaboration, explore attitudes to the activity among key stake holders across European HEI’s, and identify practical barriers to the take-up of telecollaboration.
  • Develop a set of tools, telecollaborative models and partner networks to overcome barriers and facilitate telecollaboration practice.
  • Develop a set of workable solutions to address the lack of academic recognition which telecollaboration receives at Higher Education level.
  • Publish an online training manual with models of telecollaborative exchange which enable a closer integration of virtual and physical mobility.
  • Publish documents and make presentations to inform the academic community. 
  • Engage decision makers at institutional, regional and national levels in a collaborative dialogue as to how telecollaboration can be effectively employed as a tool for the achievement of the Bologna process. Publish a document based on this process of consultation and dialogue. 

Project details (GREIP as partner member of the research team)

  • Dates: 01/10/2011 – 01/04/2014
  • Funding entity: European Commission
  • Code: 517622-LLP-1-2011-1-ES-ERASMUS-ESMO
  • Budget: 17,176€ (UAB)
  • PI: Dr. Robert O’Dowd (Universidad de León)
  • GREIP members: Dr Melinda Ann Dooly (PI UAB), Dr Dolors Masats Viladoms, Claudia Vallejo Rubinstein
    • Research technician: Victoria Antoniadou
  • Participating institutions: Universidad de León, Spain; Université Stendhal Grenoble, France; Pädagogische Hochschule Heidelberg, Germany; Wyzsza Szkola Lingwistyczna, Poland; Univesità degli Studi di Padova, Italy; Rijksuniversiteit Groningen, Netherlands; Universitat Autónoma de Barcelona, Spain; The Open University, UK.

Publications related to the project

Diccionario Enciclopedia de Educación de la Democracia (CiCe-DEED)

Resumen

CiCe DEED consists of creating a collection of ‘e-encyclopedias’ in different european languages, that allow readers to explore how different languages in Europe conceptualise ideas about citizenship and identity, particularly as they are used in educational settings. The words and ideas explored in these encyclopedias do not always translate directly, and each language uses the vocabulary of these ideas in different ways. Because the idea of citizenship and identity are crucial for the European project, it is important that we can all understand how people speaking different European languages think about these ideas. This project tries to help achieving this goal.

Project details (GREIP as partner member of the research team)

  • Dates: 01/01/2012 – 31/12/2013
  • Funding entity: Lifelong Learning Programme of the European Commission
  • PI: Dr. Alistair Ross (London Metropolitan University / IPSE)
  • GREIP members: Dr. Melinda Dooly (PI UAB), Claudia Vallejo

Related publications

Pluralistic Approaches to Languages and Cultures (CARAP/FREPA)

Summary

The term pluralistic approaches to languages and cultures refers to didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures.
Four pluralistic approaches can be identified:

  • the intercultural approach; 
  • the awakening to languages; 
  • the inter-comprehension of related languages; 
  • the integrated didactic approaches to different languages studied.

These approaches reject the “compartmentalised” view of an individual’s linguistic and cultural competence(s), a decision which is a logical consequence of the way in which plurilingual and pluricultural competence is represented by the Common European Framework of Reference for Languages: this competence is not a collection of distinct and separate competences but a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her.

Project details (GREIP as partner member of the research team)

  • Dates: 01/01/2008 – 31/12/2011
  • Funding entity: Council of Europe (ECML/CELV)Programme 2008-2011
  • PI: Michel Candelier, Président de l’Association internationale EDiLiC (Éducation et Diversité Linguistique et Culturelle)
  • GREIP members: Dr. Xavier Pascual

Publications related to the project

Minority Languages, Collateral Languages and Bi/Plurilingual Education

Summary

Based on European objectives to favour linguistic diversity and plurilingual and pluricultural education, the project aims at developing experimentations, activities and didactic tools at primary school level which, in an integrated didactic framework, would associate dominant languages, minority or regional languages in various European regions where language contact is a reality: Catalonia, Scotland, some regions of France (Corsica, Catalonia, Occitania), the Val d’Aoste. The languages we are dealing with will be used as stepping stones to work on two continuums (through interlinguistic activities or intercomprehension related activities): linguistic, geographic and cultural proximities (collateral or near languages, neighbouring languages, heritage languages) as well as a variational continuum (varieties of the dominant language, interlects). The aim will be to develop some form of conscious awareness and to promote an undertanding of language variation at an early age, as well as to enable children to develop meta and interlinguistic competences in order to help them to develop their own linguistic repertoires and plurilingual competences. The diversity of contexts, of school and sociolinguistics statuses of the minority languages involved in the project, the diversity of issues in terms of integration and the diversity of configurations this implies in terms of curricular organisation are to be considered as an asset in order to consider the elaboration of basic principles towards a plurilingual education as well as an integrated didactic organisation which would take all languages present on a given territory (language ecosystem) into account.

Project details (GREIP as partner member of the research team)

  • Dates: 01/01/2008 – 31/12/2011
  • Funding entity: Council of Europe (ECML/CELV)Programme 2008-2011
  • PI: Claude Cortier, INRP (National Institute for Pedgogical Research, France)
  • GREIP members: Dr. Virginia Unamuno Kaschapava
  • Other UAB members: Angels Campà

Publications related to the project

Digital Video Streaming and Multilingualism (DIVIS)

Summary

European project designed to enhance the use of video as a tool to teach (minority and/or foreign) languages. Its main aim is to foster the adoption of the project-based approach as a methodology to get students to learn a language while they produce their own video projects. Initial research will be undertaken to establish how teachers feel about the use of video production and what skills and experience they have in this area. From the results of the research, the project team will create a video gallery and will develop an online manual and online training courses targeted at in-service teachers and teacher trainers. The manual and the video gallery collects didactic proposals for teaching children aged 10-18 in the following languages: Catalan, Dutch, English, German, Icelandic, Italian, Maltese, Spanish and Romanian.

Project details (GREIP as partner member of the research team)

  • Dates: 01/10/2008 – 30/09/2010
  • Funding entity: European Commission, COMENIUS
  • Code: 141759-LLP-1-2008-1-DE-COMENIUS-CMP
  • Budget:  390,420 €  (total project); UAB: 41,740 € €
  • PI: Armin Hottmann (Kulturring in Berlin E.V.) 
  • GREIP members: Dr. Dolors Masats (PI UAB), Dr. Melinda Dooly Owenby, Dr. Virginia Unamuno Kaschapava
    • Research technician: Òscar Bermell Massana
  • Participating institutions: Kulturring in Berlin E.V. (DE), Talenacadamie (NL), Universitat Autònoma de Barcelona (SP), Centre d’Educació Infantil i Primària Catalunya (SP), University of Pitesti (RO), PNM Language Services Limited (UK), Iceland University of Education (IS)

Publications related to the project

Dooly, M. & Masats, D. (2011). Closing the loop between theory and praxis: New models in EFL teaching. Oxford ELT Journal. Available here.

Masats, D., Dooly, M. & Costa, X. (2009). Exploring the potential of language learning through video making. In L. Gómez Chova, D. Martí Belenguer & I. Candel Torres (eds.) Proceedings of EDULEARN09 Conference (pp. 341-352). Valencia: IATED. ISBN: 978-84-612-9802-0. Original article in english. German translation of full article.

Blog of the catalan team (year one): https://blocs.xtec.cat/divis

Blog of the catalan team (year two):https://blocs.xtec.cat/videocatalunya/

Blog of the catalan team (year three): https://blocs.xtec.cat/videocatalunya2010/

Joint Curriculum in Teacher Education (JoMiTE)

Summary

This project aims at establishing a Joint Master in Teacher Education (JoMiTE) for secondary education in September 2010. Therefore it is necessary to develop a common curriculum, where students can follow comparable courses at different universities. The project focuses on the theoretical teacher education courses: General pedagogical courses, Course on Didactics (Foreign language, Mathematics & Science), Research methods and Interculturality.

Project details (GREIP as partner member of the research team)

  • Dates: 01/10/2007 – 30/09/2010
  • Funding entity: European Commission, ERAMUS
  • Code: 33928-LLP-1-2007-1-NL-ERASMUS-ECDSP
  • Budget:  300.000 € (total project); UAB: 36.629 €
  • PI: Jan Folkert Deinum (Rijksuniversiteit Groningen, NL)
  • GREIP members: Dr. Dolors Masats (PI UAB), Dr. Melinda Dooly Owenby, Dr. Cristina Escobar Urmeneta
  • Other members UAB: Dr. Jordi Deulofeu Piquet, Dr. Mequè Edo Basté, Dr. Lourdes Figueiras Ocaña, Dr. Cristina Laborda Molla, Dr. Anna Marbà Tallada, Dr. Conxita Márquez Bargallo, Dr. Màrius Martínez Muñoz, Dr. Rafa Merino Pareja
  • Participating institutions: University of Groningen, Groningen, The Netherlands; Eszterházy Károly College, Eger, Hungary; Charles University, Prague, Czech Republic; Universitat Autònoma de Barcelona, Barcelona, Spain; University of Tartu, Tartu, Estonia; University of Edinburgh, Edinburgh, United Kingdom; University of Helsinki, Helsinki, Finland; University of Joensuu, Joensuu, Finland; University of Regensburg, Regensburg, Germany
Charting Educational Policies to Address Social Inequalities in Europe (EPASI)

Summary

There is relatively little comparative material – or indeed, material at the individual country level – that analyses educational policies related to educational disadvantage. In most countries policies have been focussed on identifying potentially disadvantaged groups, and in trying to ensure the provision of equality of opportunity and access. There has been little attempt to analyse the success or otherwise of these policies. The fact that various groups continue to suffer educational disadvantage, despite policy Initiatives to counter this, suggests that whatever the intentions, the educational systems of the countries of Europe are institutionally discriminating against the disadvantaged. The overall aim of this project is to survey and analyse educational policies designed to counter disadvantage and inequality in Europe. Specifically the project aims are:

  • analyse policies in a group of European states
  • survey and report on policies across Europe that address disadvantage in particular groups of the population, including those economically disadvantaged, minority ethnic groups, those disadvantaged by gender, those with disabilities, indigenous minorities, religious minorities and linguistic minorities
  • provide an overview of current policy and practice in Europe 
  • produce recommendations on future networking and longitudinal surveys. 

The project produced:

  • 14 National Reports
  • a series of case studies of good practice
  • 7 thematic reports, surveying cross-European policies on particular forms of disadvantage
  • European synoptic survey

Project details (GREIP as research team leader)

  • Dates: 01/01/2007 – 31/01/2009
  • Funding entity: European Commission, SOCRATES Observation and Analysis Project
  • Code: 2006-2816/001-001-SO2-61-OBGE
  • Budget:  36.000€
  • PI: Dr. Melinda Dooly
  • GREIP members: Dr. Virginia Unamuno, Claudia Vallejo
  • Participating institutions: KATHO, London Metropolitan University (UK), Univerzita Hradec Kralove (CZ), Universite Montpellier III Paul Valery (FR), Panepistimo Patron (EL), Universitat Autònoma de Barcelona (ES), Malmo Hogskola (SE)

Publications related to the project:

  • Dooly, M. & Vallejo, C. (2009)  Linguistic Minorities Thematic Report. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here. 
  • Dooly, M. & Vallejo, C. (2008) Country Report: Spain. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here.
  • Vallejo, C. & Dooly, M. (2009) Country Report: Malta. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here.
  • Ross et. al. (2009) Overall Report. EPASI in Europe (Charting Educational Policies to Address Social Inequalities in Europe). Available here. 
Shared Practice in Teacher Education (SPriTE)

Summary

This is a joint project between european universities and secondary schools whose main aim is to design and pilot both the theoretical framework and the tools that are required in order to supervise the teaching practices that the future students in a Joint Master in Teacher Education (JoMiTE) would carry out both at home and at a host school abroad. In order to ensure that intercultural exchanges enrich the internationalisation of the school practices undertaken by student-teachers, the supervision model put forward in the project is being conducted in joint collaboration by university tutors, school mentors and students in both the home and the host institutions. In this project we want to develop four products: 1) a shared list of competences that potential secondary teachers should develop, 2) a pedagogical framework for the supervision of student-teachers who will do their school practice both in their home country and abroad, 3) a pedagogical framework for working with an electronic portfolio as a tool for supervision and assessment and 4) an online cultural background course, which will prepare student-teachers for their teaching practice abroad.

Project details (GREIP as partner of research team)

  • Dates: 01/11/2007 – 30/09/2009
  • Funding entity: European Union, SOCRATES Minerva Project
  • Code: 133785-LLP-1-2007-1-NL-COMENIUS-CMP
  • Budget: 300.000 € € (total project); UAB: 26.390 €
  • PI: Jan Folkert Deinum (Rijksuniversiteit Groningen, NL)
  • GREIP members: Dr. Dolors Masats Viladoms (PI UAB), Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava
  • Other participants: Dr. Jordi Deulofeu Piquet, Dra. Mequè Edo Basté, Dra. Lourdes Figueiras Ocaña, Dra. Cristina Laborda Molla, Dra. Anna Marbà Tallada, Dra. Conxita Márquez Bargallo, Dr. Màrius Martínez Muñoz, Dr. Rafa Merino Pareja (Universitat Autònoma de Barcelona)
  • Participating universities and other institutions: University of Groningen, Groningen, The Netherlands; Eszterházy Károly College, Eger, Hungary; Charles University, Prague, Czech Republic; Universitat Autònoma de Barcelona, Barcelona, Spain; University of Tartu, Tartu, Estonia; University of Edinburgh, Edinburgh, United Kingdom; University of Helsinki, Helsinki, Finland; University of Joensuu, Joensuu, Finland; University of Regensburg, Regensburg, Germany; Dr. Nassau Colloge, Assen, The Netherlands; EKF Training School, Eger, Hungary; Akademicke gymnasium Štepanska; Institut d’Educació Secundària Sabadell, Sabadell, Spain; Miina Härma Gymnasium, Tartu, Estonia; Joensuu Normaalikoulu, Joensuu, Finland
Online Video in Digital Environments for Teacher Education (OVIDE)

Summary

The main purpose of this project is to help future Primary Foreign Language Teachers improve their English linguistic competences by helping them to develop an appropriate linguistic level in order to participate in the job market. This aim implies to adquire the neccesary jargon of the educational context (didactics, educational centers organisation, psicopedagogy, sciences and technologies) and to develop communicative skills related to oral comprehension (listening), oral expression (speaking and interacting), reading comprehension and writing.

Project details (GREIP as partner of research team)

  • Dates: 01/10/2005 – 30/09/2008
  • Funding entity: European Union, SOCRATES Minerva Project
  • Code: 118762-CP-1-2004-1-NL-Comenius-C2.1
  • Budget: 314.950 € (total project); UAB: 26.868 €
  • PI: Jan Folkert Deinum (Rijksuniversiteit Groningen, NL)
  • GREIP members: Dr. Dolors Masats Viladoms (PI UAB), Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dr Virginia Unamuno Kaschapava
  • Other participants: Dr Neus González Monfort (Universitat Autònoma de Barcelona)
  • Participating universities: University of Edinburgh (Uk), Charles University (Praha, Cz), Middle East Technical University (Ankara, Tk), Universitat Autònoma de Barcelona (Es), Catholic University of Leuven (Be), IUFM de Midi-Pyrenées (Tolouse, Fr), Open Universiteit Nederland (Nl), Turun Normaalikoulu (Turku, Fi), Joensuun Yliopisto (Fi)

Related Publications

  • Masats, Dolors & Dooly, Melinda. (2008). Applying mixed media to teacher training: The OVIDE experience. INTED 2008.
  • Masats, Dolors & Dooly, Melinda. (2008) La metodologia del cas aplicada a l’ús del vídeo: un exemple de blended-learning en la formació inicial del professorat. IV Jornada de Campus d’Innovació Docent, Universitat Autònoma de Barcelona. CD-Rom.
Moderating Intercultural Collaboration and Language Learning (MICaLL)

Summary

The aims of the project are to promote the development of education for and dissemination of knowledge on teacher competencies involved in designing and managing language learning arrangements for distributed learners (network-based language teaching). To this end models, guidelines and project-materials are being developed to support teacher education organisations and affiliate schools to provide student teachers and in-service teachers with opportunities to develop competencies relevant for moderating collaborative language learning projects through second-generation technological tools (wiki, weblogs, webquests, audio and video P2P technology). These materials are meant to contribute to making the Teacher Education curriculum more competence based by offering opportunities for practical experiences in network-based (language) learning and the actual use of web platforms through workplace related experiences and reflections. At the same time this approach also offers opportunities for integration of technology training into educational training.

Project details (GREIP as leading partner of research team)

Publications resulting from the project

  • Dates: 01/09/2004 – 01/10/2007
  • Funding entity: European Union, Programa Socrates-Comenius
  • Code: 118762-CP-1-2004-1-NL-Comenius-C2.1
  • Budget: 397.287 € (total project); UAB: 297.965 €
  • PI: Dr. Melinda Dooly
  • GREIP members: Dr. Dolors Masats Viladoms
  • Other participants: Beatriz Caballero de Rodas González, Dr. Lluis Quintana (Universitat Autònoma de Barcelona); Dr. Randall Sadler (University of Illinois at Urbana Champaign, USA)
  • Participating universities: Universitat Autònoma de Barcelona (ES), Hogeschool van Utrecht (Nl), St. Gregorius College (Nl), Pädagogische Hochschule Heidelberg (DE), Grund- und Hauptschule mit Werkrealschule Neckargemünd (DE), Pädagogische Akademie des Bundes in Wien (AT), Kooperative Mittelschule (AT), Pedagogická fakulta, Universita J. E. Purkyne (CZ), Gymnazium, Stavbaru 5 (CZ), Základni škola Ústi nad Labem (CZ), CEIP Josep Obiols (ES), CEIP Emili Carles Tolrà (ES), Université Technologie et Sciences de l’Homme (FR)
  • Dooly, M. & Quintana, L. (2006) Incorporació de noves tecnologies a l’escriptura de llengües estrangeres: un estudi de cas en un projecte europeu. Articles de Didàctica de la Llengua i de la Literatura (Publicaciones Graò). Volum d’abril-juny.
  • Dooly, M. & Sadler, R. (2005) Computers as Toolkits: Language E-learning through International Collaboration. Theory and Practice in English Studies, Vol. 3. Masaryk University Publications: Brno, pp. 189-196.
  • Dooly, M. (2005) The Internet and Language Teaching: A Sure Way to Interculturality? ESL Magazine 2005: 44, 8-12. ISSN: 1098-6553.
  • Dooly, M. (2005) Working with an educational portal: a first-timer’s experience. TESOL-Spain Newsletter, Vol. 29, January 2005, pp.18-19.
Janua Linguarum Reserata: L’introduction de l’eveil aux langues dans le curriculum (JALING)

Summary

This European research and development project aimed to disseminate the results of the EVLANG project. In this second phase of the study, the materials were integrated into the scholastic curriculum at primary, secondary and adult education.

Project details (GREIP as partner in research team)

  • Dates: 01/12/2000 – 01/12/2003
  • Funding entity: Centre Européen pour les Langues Vivantes (CELV), Graz
  • PI: Michel Candelier (Universite Rene Descartes , Paris V)
  • GREIP members: Dr Artur Noguerol Rodrigo (PI UAB), Dr Virginia Unamuno Kaschapava, Dolors Masats Viladoms
  • Other participants (UAB): Enric Larreula Vidal, Àngels Prat Pla, Núria Vilà Miguel
  • Participating universities: Institut Romand de Recherches et de Documentations Pédagogiques (CH), Université de Genève (CH), Université de Neuchâtel (CH), Landesinstitut für Schule und Weiterbildung (DE), Universitat Autónoma de Barcelona (ES), Universite Stendhal – Grenoble III (FR), Instituto Universitario Orientale di Napoli (IT), Universita Ca’foscari di Venezia (IT)

Related Publications

  • Masats, Dolors (2001) EVLANG: El despertar a les llengües. Actes de les Jornades de Llengües Estrangeres de les Comarques Gironines. Girona: Departament d’Ensenyament de la Generalitat de Catalunya. Delegació Territorial de Girona
  • Masats, Dolors (2001) Language awareness: An international project, in D. Lasagabaster & J.M. Sierra (eds.) Language Awareness in the Foreign Language Classroom. Euskal Herriko Unibertsitatea, pp. 79-97
  • Noguerol, Artur (2001) Cómo tratar la diversidad lingüística y cultural, in M. Casas & C. Tomás (eds.) Educación Primaria. Orientaciones y recursos (6-12 años). Barcelona: Ciss-Praxis, pp. 228-309
  • Noguerol, Artur (2001): Una experiencia de diversidad lingüística y cultural, in M. Casas & C. Tomás (eds.) Educación Primaria. Orientaciones y recursos (6-12 años). Barcelona: Ciss-Praxis, pp.400-424
L’eveil aux langues dans l’ecole primaire (EVLANG)

Summary

This was an European research and development project which created, piloted and assessed materials to be used by primary teachers and teacher trainers in order to work on the development of positive attitudes and representations of linguistic and cultural diversity in students. The material also intens to improve linguistic and metacognitive aptitudes which facilitate the access to language domains (mother tongue, second language and foreign languages).

Project details (GREIP as partner in research team)

  • Dates: 01/12/1997 – 01/12/2000
  • Funding entity: European Union. Programa Socrates-Lingua
  • Code:  42137-CP-1-97-FR-Lingua-LD
  • Budget: 10.000 €
  • PI: Michel Candelier (Universite Rene Descartes , Paris V)
  • GREIP members: Dr Artur Noguerol Rodrigo (PI UAB), Dr Virginia Unamuno Kaschapava, Dolors Masats Viladoms
  • Other participants (UAB): Enric Larreula Vidal, Àngels Prat Pla, Núria Vilà Miguel
  • Participating universities: Institut Romand de Recherches et de Documentations Pédagogiques (CH), Université de Genève (CH), Université de Neuchâtel (CH), Landesinstitut für Schule und Weiterbildung (DE), Universitat Autónoma de Barcelona (ES), Universite Stendhal – Grenoble III (FR), Istituto Universitario Orientale di Napoli (IT), Universita Ca’foscari di Venezia (IT)

Publications resulting from the project

  • Noguerol, Artur (2000) Aprendre llengua (i altres coses) des de la diversitat. Perspectiva i Diversitat: Suplement de Perspectiva Escolar 10, pp. 3-6
  • Vilà, Núria (2000) Tants caps, tantes llengües. Perspectiva i Diversitat: Suplement de Perspectiva Escolar 10, pp. 7-10

Other Internationally Funded Projects

AILA Research Network “Creative Inquiry in Applied Linguistics”

Summary

Link: https://creativeinquiryaila.wordpress.com/

The AILA Research Network on Creative Inquiry in Applied Linguistics was formed in early 2018 with the aim of being a central space to explore the collaborative potential between sociolinguistics and the arts.

We take as a starting point Patricia Leavy’s definition of creative inquiry as “any social research or human research that adapts the principles of creative arts as part of the methodology” (2014: 1). As academic attention is focused on dynamic plurilingualism, multimodality and superdiversity (Adami 2017; Blackledge and Creese 2017) and co-production (McKay and Bradley 2016), creativity and the arts are increasingly integrated into the applied linguistics research. However, until now there has been no central space for the discussion of the ways in which applied linguists engage with the arts: as context, as methodology, as epistemology, or as an ontology. This research network aims to create this space, and contribute to fulfilling our professional responsibility to challenge the emergence of exclusionary discourses and ‘post-truth’ policies worldwide, following Adrian Blackledge’s claim that ‘we have never needed the arts more than we do now ‘(Blackledge 2017; see https://www.birmingham.ac.uk/generic/tlang/digital-stories/index.aspx). Therefore, the network also welcomes researchers who are not explicitly working with the arts but are interested in collaborative research between disciplines, sectors and communities for social and epistemological justice; in working in partnership and solidarity with the marginalized and those who have no voice; and to allow the articulation of what was not articulated before, was unknown, not heard and undervalued.

Project details (project co-led by GREIP)

  • Dates: 01/01/2018 – curreny
  • Funding entity: AILA
  • Network coordinators: Dr. Jessica Bradley (University of Sheffield), Dr. Lou Harvey (University of Leeds) and Dr. Emilee Moore (GREIP, UAB).
  • GREIP members: Dr. Emilee Moore (coord.); Dr. Júlia Llompart, Dr. Claudia Vallejo.
Global Story Bridges

Summary

Global Story Bridges is a project that connects youth across the globe through digitally-mediated communication. Through the power of video youth in globally diverse sites explore their worlds through stories; they share images, information, comments, and questions as they create and negotiate digital texts and technologies. GREIP research centre has been part of the launching and development of this project with a group of young people from Badia del Vallès, who meet every week to produce and exchange videos with children from other parts of the world. This initiative, created by Dr. Margaret Hawkins (University of Wisconsin-Madison), has been developed in Badia del Vallès within the framework of the Let’s Go! project, led by the Fundació Autònoma Solidària. 

Project details (GREIP as member of research team)

  • Dates: 01/’1/2018 – 31/12/2020
  • Funding entity: Global Story Bridges
  • PI: Margaret Hawkins (University of Wisconsin-Madison)
  • GREIP members: Dr. Emilee Moore, Claudia Vallejo
LILA: Communicating the Unsayable: Learning at the Intersection of Language and the Arts

Summary

The LILA network will bring together a variety of participants to consider the relationship between language and the creative arts – visual arts, drama and performance, dance, music, poetry, film, and more – for learning. In formal educational contexts, and often in informal settings too, language is the chief medium for expressing, recognising and evaluating learning. Yet the arts are increasingly employed in public services such as health and wellbeing, migrant support and childhood, and in engagement contexts as researcher and cultural organisations seek to communicate with wider publics. The LILA network therefore responds to a need to more fully understand the relationship between language and the arts for learning in these informal contexts. It aims to generate insights into the communication of what is otherwise unsayable: the narration of unconscious knowledge, things people do not know how to talk about, do not have language for, or are prevented from speaking about.

Project details (GREIP as IP)

  • Dates: 01/10/2019 – 31/03/2021
  • Funding entity: Arts & Humanities Research Council (UK)
  • Code: AH/S010963/1
  • Budget: 33,617 GBP (total project); UAB: 14,969 GBP
  • PI: Lou Harvey (University of Leeds)
  • GREIP members: Dr. Emilee Moore (co-IP UAB)
  • Other members UAB: Dr. Cristina Aliagas (co-IP UAB)
  • Partner institutions: Partners: University of Leeds, Universitat Autònoma de Barcelona, Leeds City Council, Love Pudsey, Museu de Lleida, The British Museum
Implementation of the language curriculum for primary and secondary education, Government of Andorra

Summary

The project is structured around Andorra’s new curriculum proposal, in which GREIP is advising the government of Andorra in agreement with the Institute of Resources and Research for Training IRIF.
The project includes the overall organization of the curriculum (how projects should be structured considering languages, a stage beyond CLIL); and specific proposals for the Andorran school on the structure of the assessment, items related to the proposals of the CARAP/FREPA project and the realization of the plural approach to language teaching.

Project details (GREIP as research team leader)

  • Dates: 01/01/2014 – 31/12/2015
  • Funding entity: GREIP – Universitat Autònoma de Barcelona, Institut de Recursos i Investigació per a la Formació (IRIF), Andorran Government
  • Code: ACV8822
  • PI: Dr. Artur Noguerol
  • GREIP members: Dr. Luci Nussbaum, Dr. Dolors Masats

Teaching Innovation Projects: Universitat Autònoma de Barcelona

CODIDOE: Competència digital docent als graus d’Educació d’Infantil i Primària [Teachers’ Digital Competence in Primary & Early Childhood Education Degrees]

Summary

General aims:

  • Promote reflection on the Teachers’ Digital Competence (TDC) and its importance for teacher formation in the Early Childhood and Primary education.
  • Propose and promote specific actions to improve and enhance the development of TDC in Early Childhood and Primary education.

Specific objectives:

  • To exchange experiences and knowledge about the development of the TDC in the teaching of the Early Childhood and Primary education amongst the project members.
  • Compile  information on how TDC is dealt with in the classroom practice of the two degrees.
  • Elaborate a proposal for improvement through diverse resources (documents, audiovisual resources …) for the integration of  TDC in Early Childhood and Primary education degrees of the Faculty.
  • Disseminate the results of the project in a seminar and workshop with the participation of external experts and stakeholders.

Project details (GREIP as member of research team)

  • Dates: 01/01/2020 – 01/01/2021
  • Funding entity: Faculty of Education, Universitat Autònoma de Barcelona; Convocatòria d’Ajudes a la Innovació 2019 (2ª CfP)
  • Budget: 1100 €
  • PI: Alejandra Bosco & Cristina Mercader
  • GREIP members: Dr Melinda Dooly, Dr. Dolors Masats
    • GREIP associate member: Maria Mont
  • Other participants: Dr. Lluís Albarracín, Dr. Àngels Campà, Dr. Xavier Fontich, Dr. Josep Maria Fortuny, Dr. Cecilio Garriga, Dr. Ana Maria Margallo, Dr. Andy Morodo, Dr. Cristina Simarro, Dr. Laia Viladot, Dr. Georgeta Ion, Jéssica Pérez, Katia Pozos
Design, implementation and evaluation of a teaching proposal to work on the biases and biases of linguistic diversity in schools based on the model of ‘educational cycle’ and ‘workshops of thought’

Summary

This project aims to have an impact in the beliefs and practices of pre-service and in-service teachers, as well as teacher trainers, regarding the linguistic diversity of educational centers. As members of the teacher staff at the Language and Literature Teaching Unit, we have taken part in the European research project ‘Linguistically Sensitive Teaching in all Classrooms’ (LISTiac, https://listiac.org/). As part of LISTiac, we have designed and experimented with reflection tools (observation guides, focus groups, …). This experimentation has allowed us to see that:

1) Despite having received training in the treatment of linguistic diversity / plurilingual education in the centers, for example in the subject School Language Project and Plurilingualism (GEP, 3rd year), 4th year students still present prejudices / biases in this sense;

2) It is necessary to deepen in how the treatment of linguistic diversity / plurilingual education fits into the model of inclusive education (Decree of Inclusion 150/2017) and that this reflection be incorporated in the subjects offered by the Teaching Unit of Language and Literature;

3) to promote truly significant changes in the training we offer from the Unit, and in beliefs and teaching practices, the reflection tools proposed by the LISTiac project should be included in a broader approach that is more consistent with inclusive education, and that is agreed by teachers of diverse subjects.

To address these challenges, in this teaching innovation project we propose: promoting the collaboration of a wider group of teachers in our Unit, formalizing the collaboration / advice of an expert teacher in inclusive education in order to emerge, deepen, and address biases and promote linguistically inclusive teaching practices more effectively. This methodological proposal contemplates dialogue between university-students-teachers in order to promote reflection and change at various levels.

Project details (GREIP as research team leader)

  • Dates: 01/01/2020 – 01/01/2021
  • Funding entity: Office of Teaching Quality, Universitat Autònoma de Barcelona; Call for Projects for Supporting Educational Innovation and Improvement of Teaching Quality 2018, Modality A
  • Code:  GI513668
  • Budget: 300 €
  • PI: Dr. Emilee Moore
  • GREIP members: Dr. Víctor Corona, Dr. Xavier Fontich, Dr. Júlia Llompart, Dr. Dolors Masats, Claudia Vallejo
  • Other participants: Dr. Marilisa Birello, Maria Mont, Mariona Pascual, Berta Torras
Design and implementation of a collaborative process of teacher-student knowledge construction for a real impact on the improvement of learning in English

Summary

This project aims to collaboratively improve module 2 of the subject ‘School Language Project and Plurilingualism’, taught in English in the third year of the Degree in Primary Education. Despite the growing social demand of integrated content and foreign language learning spaces (CLIL), students systematically reject content that is given in English. This rejection has to do with the brevity of module 2 (5 sessions) and with the fact that not all students are oriented to choose the specilization in foreign languages, all of which repercutes in a low level of participation and in poor results achieved. To break this resistance and give truly meaningful content for all, this research-action project aims at working with students, based on their interests and needs. The proposal articulates several phases of collecting, analyzing and discussing data on student perceptions, with the collaborative production of teaching-learning resources to promote a change in their perception towards languages ​​in education. The proposal puts the students at the center of their training process, in order to achieve a greater impact on learning.

Project details (GREIP as research team leader)

  • Dates: 01/09/2018 – 30/09/2019
  • Funding entity: Office of Teaching Quality, Universitat Autònoma de Barcelona; Call for Projects for Supporting Educational Innovation and Improvement of Teaching Quality 2018, Modality A
  • Code:  GI513668
  • Budget: 640 €
  • PI: Claudia Vallejo
  • GREIP members: Dr Melinda Dooly, Dr Dolors Masats, Dr Emilee Moore
  • Other participants: Nathaly González Acevedo, Mònica López Vera

Cooperation Projects: Universitat Autònoma de Barcelona Solidarity Foundation

Let’s Go!

Summary

Let’s Go! is a socio-educational program that aims to give individual support to pupils from 1st year of secondary education (ESO), in order to improve their competence in English. The project is primarily aimed at the educational community from the secondary schools Badia del Vallès and Federica Montseny, in Badia del Vallès.

The main objective of the program is to turn Badia del Vallès into an English-Learning City (ELC) in five years. The overall objective is divided into four interrelated phases, which will be developed in four academic years (from 2016-17 to 2019-20). Each phase will add complementary actions that will involve new actors and new geographic areas within Badia del Vallès, always keeping the youth from the Secondary Schools as core actors. The ultimate goal is that, at the end of the project, the local council will be involved in the promotion of learning English and will have established a network in which social institutions, schools and community work together.

The project has a dual aim: improving secondary education students’ English language skills, and linking students and UAB  faculty members in carrying out research related to strategies for teaching and learning foreign languages.

Starting February 28th 2017, and for a three-year period, this project is linked to (Teachers as agents of transformation through their engagement in cross disciplinary innovative projects in the English classrooms), a research project sponsored by RecerCaixa.

Project details (GREIP as partner in research team)

  • Dates: 01/09/2016 – 30/09/2020
  • Funding entity: Fundació Autònoma Solidària (Universitat Autònoma`s Solidarity Foundation, FAS)
  • PI: Andy Morodo (Universitat Autònoma de Barcelona)
  • GREIP members: Dr. Dolors Masats, Dr. Emilee Moore, Claudia Vallejo
  • Participating institutions: FAS, GREIP research centre, City of Badia del Vallès, Secondary schools Federica Montseny and Badia del Vallès, Department of Education of the Generalitat of Catalonia
Intercultural Bilingual Education (EIB) in the Impenetable (Chaco, Argentina): detection, exchange and dissemination of educational and training experiences

Summary

This project, which stems from the results of the project developed in 2011 in cooperation with the Center of Investigation and Formation for the Aboriginal Modality (CIFMA) in ‘El Chaco’ (Argentina) for the improvement of Intercultural Bilingual Education (IBE) aims to impact the most impoverished region of the province (‘El Impenetrable’) through three actions: 1) detecting modalities of linguistic education in primary schools in the area and the role displayed by graduates from CIFMA; 2) detecting practices of bilingual education carried by these graduates; and 3) organizing a seminar to share and multiply these practices among teachers graduated from CIFMA, final year students, Wichí community members, academic authorities, and spread them between the families and the population. The project aims to prestige IBE, defined as a resource that promotes the improvement of living conditions of the indigenous population through quality education.

Project details (GREIP as research team leader)

  • Dates: 01/06/2014 – 30/06/2015 (extension to 30/09/2015)
  • Funding entity: Fundació Autònoma Solidària (Universitat Autònoma’s Solidarity Foundation, FAS)
  • PI: Dr. Dolors Masats
  • Budget: 10,417€
  • GREIP members: Dr. Arthur Noguerol, Dr. Luci Nussbaum, Dr. Virginia Unamuno
  • Participating institutions: FAS, GREIP research centre, City of Badia del Vallès, Secondary schools Federica Montseny and Badia del Vallès, Department of Education of the Generalitat of Catalonia
Aboriginal languages and plurilingual education: diagnosis of situation and formation of indigenous teachers in ‘El Chaco’ (Argentina)

Summary

This is a cooperative project between the CIFMA (Center of Investigation and Formation for the Aboriginal Modality) and the GREIP. In it’s first phase, the project aims to carry a diagnosis on the use of indigenous languages and the plurilingual school practices that involve indigenous teachers in the province of El Chaco (Argentina). In it’s second phase, the aim is to elaborate a plan of formation to support these teachers during their incorporation to primary schools in indigenous areas of El Chaco for the introduction of minority languages in education. CIFMA and GREIP are connected through Dr Virginia Unamuno, member of the GREIP, who develops her current research work in the CIFMA. Also, the UAB has signed an agreement of collaboration with the CIFMA for the accomplishment of professional practices for students of Pre-school and Primary Education of the UAB.

Project details (GREIP as research team leader)

  • Dates: 01/06/2011 – 31/12/2011
  • Funding entity: Fundació Autònoma Solidària (Universitat Autònoma’s Solidarity Foundation, FAS)
  • PI: Dr. Luci Nussbaum
  • Code: FSXXVIII-4
  • Budget: 13.848 €
  • GREIP members: Dr Virginia Unamuno Kaschapava, Dr Melinda Ann Dooly Owenby, Dr Dolors Masats Viladoms, Dr Amparo Tusón Valls, Dr Artur Noguerol Rodrigo
  • Participating institutions: Universitat Autònoma de Barcelona (ES), CIFMA (Centro de Investigación y Formación para la Modalidad Aborígen), Province of El Chaco, Argentina
  • Field sites: Indigenous communities from the qom, wichi & mocovi ethnic groups located at Presidencia Roque Saez Peña, Sauzalito, Castelli, Villa Angela, Pampa del Indio & Colonia Aborígen (Province of El Chaco, Argentina)

AGAUR MQD: Catalan University & Research Funding for Improvement of Teaching Quality

Development of didactic material in English for the integration of linguistic and scientific competences in biennial subjects in Early Childhood and Primary Education undergraduate degrees

Summary

The aim of this project is to develop teaching materials in English for different activities offered in subjects in the undergraduate Early Childhood and Primary Education degrees, the aim of which is to teach didactics of experimental and social sciences to future teachers. The didactic materials in English will support teachers and students in their development of linguistic competences in English, taking into consideration the diversity of their competences. An interdisciplinary approach will be taken in working between the different fields of knowledge involved: Didactics of Experimental Sciences, Didactics of Social Sciences and Didactics of Foreign Languages. The project aims to offer orientations as to how linguistic and subject-specific competences may be developed in an integrated manner. Such orientations are considered useful not only for the subjects which are the focus on the project, but also for others in which similar processes could be carried out in the future. 

Project details (GREIP as partner in research team)

  • Dates: 16/05/2011 – 16/05/2013
  • Funding entity: AGAUR (Agencia de Gestió d’Ajuts Universitaris i de Recerca)
  • Code:  2010MQD00132
  • Budget: 10.000 €
  • PI: Dr Mariona Espinet (Universitat Autònoma de Barcelona)
  • GREIP members: Dr Dolors Masats, Emilee Moore
  • Other participants: Dr Neus González, Dr Mercè Junyent, Dr Cecília Llobet, Dr Anna Marbà, Dr Pilar Comes
Teaching strategies to foster the development of critical linguistic competences of students in the Foreign Language Teacher Training Diploma in courses taught through English

Summary

The project aims to describe the current use of video in teachers’ formation. Therefore, it’s main objective is to gather examples of case studies that may be used to identify the benefits of digital video in this context, and may serve as an example of the possible uses and diverse approaches that exist in the application of a digital video. A second objective is to establish a set of principles of generic uses related to learning theories and/or that may illustrate practical and technical aspects related to the use of digital video and audio in teachers’ formation. 

Project details (GREIP as partner in research team)

  • Dates: 01/09/2007 – 30/09/2009
  • Funding entity: AGAUR (Agencia de Gestió d’Ajuts Universitaris i de Recerca)
  • Code:  2007MQD00138
  • Budget: 8,100 €
  • PI: Dr Mariona Espinet (Universitat Autònoma de Barcelona)
  • GREIP members: Dr Eva Codó Olsina, Dr Dolors Masats Viladoms
  • Other participants: Dr Núria Planas Raig, Dr Sònia Oliver del Olmo, Dr Lizzette Ramos Robles

Publications resulting from the project

  • Espinet, M., Codó, E., Feixas, M., Masats, D. & Couso, D. (2009) Llegir i escriure críticament en el context d’assignatures impartides en anglès: El cas de la Titulació de Mestre Especialitat Llengua Estrangera. IV Jornada de Campus d’Innovació Docent. Universitat Autònoma de Barcelona. CD-Rom
Improving Linguistic Competences of Future Primary Foreign Language Teachers through Courses Taught in English

Summary

The main purpose of this project is to help future Primary Foreign Language Teachers improve their English linguistic competences by helping them to develop an appropriate linguistic level in order to participate in the job market. This aim implies to adquire the neccesary jargon of the educational context (didactics, educational centers organisation, psicopedagogy, sciences and technologies) and to develop communicative skills related to oral comprehension (listening), oral expression (speaking and interacting), reading comprehension and writing.

Project details (GREIP as partner in research team)

  • Dates: 01/01/2005 – 31/12/2007
  • Funding entity: AGAUR (Agencia de Gestió d’Ajuts Universitaris i de Recerca)
  • Code:  2005/MQD/00130
  • Budget: 6.000 €
  • PI: Dr Mònica Feixas Condom (Universitat Autònoma de Barcelona)
  • GREIP members: Dr Eva Codó Olsina, Dolors Masats Viladoms
  • Other participants: Dr Lluis Bibiloni Matos, Dr Digna Couso Lagaron, Dr Mariona Espinet Blanch

Publications resulting from the project

  • Codó, E., Masats, D., Feixas, M., Espinet, M. & Couso, D. (2007) Analysing the Level of Complexity of University Students Written Responses: A Comparison between First and Foreign Language Productions. C. Rust (ed.), Improving Student Learning. Improving student learning through teaching. 14. Oxford: Oxford Centre for Staff and Learning Development. Chapter 7, 14, 158-170. ISBN: 978-1-873576-75-5.
  • Masats, D. , Feixas, M., Couso, D. &  Espinet, M. (2006) La docència en anglès en assignatures no-lingüístiques a la titulació de Mestre Especialitat Llengua Estrangera. Barcelona: IV CIDUI. CD-Room. ISBN: 84-7653-886-3.
  • Couso, D., Feixas, M.,  Masats, D. & Espinet, M. (2006) Treballant les competències lingüístiques dels futurs mestres de llengua estrangera en context: l’ensenyament de ciències i matemàtiques en anglès” Barcelona: IV CIDUI. CD-Room. ISBN: 84-7653-886-3.
  • Feixas, M., Masats, D., Couso, D.  Espinet, M. & Codó, E. (2006) Millora de les competències en llengua anglesa dels alumnes de la titulació de mestre especialitat llengua estrangera mitjançant la impartició d’assignatures no-lingüístiques en anglès: una experiència  AICLE. III Jornada de Campus d’Innovació Docent. Bellaterra: Universitat Autònoma de Barcelona. CD-Room. ISBN: 978-84-490-2502-0.
Total Professionalisation of (Primary) School teachers of Foreign languages

Summary

This project was designed to offer future primary foreing language teachers a complete trainning focus on the connections of two language subject-matters that are part of their curricular content (Catalan and English languages) and the corresponding didactics (laguage teaching and English language teaching). This purpose is articulated through three main actions:

  • Coordination between linguistics training areas (foreign languages and language teaching);
  • The dessign and exprimentation of a Digital Professional Portfolio (Portolio Profesional Digital : PPD) as a tool for evaluating in an integrating way;
  • Digital literacy with teaching purposes.

Project details (GREIP as research team leader)

  • Dates: 01/01/2004 – 31/12/2005
  • Funding entity: IDES-UAB
  • Code:  PID2004-06, 210.027
  • Budget: 3.000 €
  • PI: Dr. Cristina Escobar Urmeneta
  • GREIP members: Dr Eva Codó Olsina, Dr Melinda Ann Dooly Owenby, Dr Cristina Escobar Urmeneta, Dolors Masats Viladoms, Dr Artur Noguerol Rodrigo
  • Collaborators: Dr Jaume Mateu Fontanals, Antonio Sánchez Solá

Jaume Bofill Foundation Projects

Socialization experiences of teenagers of Ecuadorian backgrounds

Summary

This research seeks to explore the way 15 teenagers of migrant backgrounds, specifically from Ecuador describe their migrant experience. The project also collects voices from people related with these teenagers’ integration process (teachers, relatives, counsellors, and others). This study allows understanding migration process as a dynamic process and that poses challenges identities definition.

The analysis takes into account not only researchers proposed topics, but also what teenagers want to narrate, what girls and boys understand as important/relevant and the way the narrate it. This qualitative perspective, based on the analysis of a narrative discourse, reveals other kind of information quantitative methodologies do not allow us to know. Thus, the project gives importance to self representation of people in their own discourse.  

The interviews as sources of information are linguistic data. Language is central in expressing identity, a relevant issue of our personal experience. 

The analysis is based on the next main questions: 

· What are the topics and settings constructed in narratives?
· What are the topics introduced by the interviewer?
· How is negotiation between participants done?
· What are the positions participants construct in discourse?
· What are the categories that merge from discourse?
· How do participants outline their migrant trajectories?

Project details (GREIP as partner in research team)

  • Dates: 15/09/2007 – 30/06/2008
  • Funding entity: Jaume Bofill Foundation
  • PI (UAB): Dr. Victor Corona
  • Budget: 5000€
Education and work in network (Trama)

Summary

This is one of the three projects of the programme entitled Education and Community, developed by Fundació Jaume Bofill as a means to promote telecollaboration in the field of education and to establish links among the educational stakeholders of a community. The project known as TRAMA, Educació i treball en xarxa (Education and Telecollaboration), aims at encouraging teacher trainers to incorporate telecollaborative pedagogical initiatives in the implementation of the pre-service training programmes targeted at future teachers and social agents.

Project details (GREIP as partner in research team)

  • Dates: 15/09/2007 – 30/06/2008
  • Funding entity: Jaume Bofill Foundation
  • GREIP members: Dra. Melinda Dooly Owenby, Dra. Dolors Masats Viladoms
  • Participating institutions: Les Facultats d’Educació de les següents universitats: UB, UdG, UdL, UOC, URL-Blanquerna, URL-Fundació Pere Tarrés, URiV i UVic; i professorat de la Facultat de Ciències de l’Educació de la UAB
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’.

Invitations

Selected Keynote Talks & Invited Seminars
2022
  • Melinda Dooly: Revamping the lessons with catchy and useful tasks: Project-based learning versus Task-based learning. Keynote: Digitask Multiplier Event. Barcelona, 7-9 September 2022.
  • Melinda Dooly: What now? Transforming techno-pedagogical skills to transglobal communicative competences. Keynote: Digital Literacy Project Seminars, funded by the Economic and Social Research Council (ESRC, UK) and the Ministry of Science and Tecnology (MOST, Taiwan) UK-Taiwan Networking. 4 March 2022.
  • Melinda Dooly: Integrating plurilingual learning spaces into ‘target language’ teaching. Keynote: Online workshop: Learning Spaces. School Education Gateway and eTwinning, Brussels. 2-4 March 2022.
2021
  • Melinda Dooly: Transglobal communicative competence as a key aspect of digital, democratic citizenry. Embedding a democratic culture dimension in teacher education programmes final conference (Keynote). Universitat Autònoma de Barcelona. 21-22 October 2021.
  • Melinda Dooly: Seminar: Experiencias de investigación en didácticas específicas y en la comunicación de la investigación. Invited speaker: Seminario Internacional en Didáctica de las Ciencias Sociales. Departament de Didàctica de la Llengua, la Literatura, i les Ciències Social, Universitat Autònoma de Barcelona. 21-22 June 2021.
  • Melinda Dooly: 20 anys de intercanvis virtuals des de la perspectiva de la pandèmia: Lliçons apreses i nous reptes Invited speaker: Un any de docència on-line: reptes i oportunitats’. Lecture Series organized by the Facultat de Ciències de l’Educació de la Universitat Autònoma de Barcelona. 17 May 2021.
2020

Melinda Dooly: Workshop: Continued teacher education: ‘Una propuesta pedagógica para la era digital: enseñar lenguas a través de la tecnología’. Invited speaker: 9a edició del Curs de formació per a professorat de xinès a Catalunya [9th Professional Development Event for Teachers of Chinese in Catalonia]. Fundació Institut Confuci de Barcelona. 15 November 2020.

2019
  • Luci Nussbaum: Seminar: La recerca-acció. Màster en Didàctica del Xinès per a Hispanoparlants, Universitat Autònoma de Barcelona. 15 January 2019.
  • Melinda Dooly & Emilee Moore: Talk & Workshop: Bringing down borders through ‘techno-pedagogical’ skills. Department of Fachdidaktik Anglistik, Universität Graz (Austria). 15-16 January 2019.
2018
  • Maria Mont: Create, Innovate & Communicate in ELT (Flash Training). Associació de Professors d’Anglès de Catalunya (APAC) with the Consorci d’Educació de Barcelona, and with collaboration from Trinity College London and the Associació de Mestres Rosa Sensat. 27 October 2018.
  • Melinda Dooly: Talk & Workshop: Out of the classroom and into the world: Education for the 21st century (Part I); Telecollaborative language teaching: What, why and how? (Part II). University of Cyprus Language Centre, Cyprus. June 14 2018.
  • Dolors Masats, Maria Mont & Melinda Dooly: Workshop: Trobada ICE: Multidisciplinary integrative English projects in primary schools (hosted by Institute de Cìencies de l’Educació-UAB). January 27 2018
2017
  • Melinda Dooly: Talk & Workshop: Preparing teachers for now and the future: What can we do? Centre of Excellence in Teaching, Lee University (Tennessee, USA). 23 August 2017.
2016
  • Melinda Dooly: Seminar: School of Oriental & Asian Studies
  • Emilee Moore: Seminar: Màster en Llengües Aplicades: Universitat de Lleida
  • Emilee Moore: Seminar: Master in Professional Language and Intercultural Studies
  • Amparo Tusón: Seminar: Universidad Distrital Francisco José de Caldas, Bogotá, Colombia
  • Amparo Tusón: Seminar: Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyament d’Idiomes. FACULTAT D’EDUCACIÓ, UAB
  • Artur Noguerol, Xavier Pascual, Dolors Masats: Equip per reformar el sistema educatiu de l’escola Andorrana. Etapa actual: batxillerat.
2015
  • Melinda Dooly: Online seminar: Telecollaboration. University of Groningen, NL. March 10th, 2015.
  • Melinda Dooly: Thematic Workshop: The Know-How of e-Networking. VoiceS Inservice course (Erasmus+). Barcelona, ES. 18-21 February 2015.
  • Artur Noguerol, Luci Nussbaum, Dolors Masats, Matilde Martínez: Thematic Workshop: “L’avaluació integrada en l’enfocament per competències i com avaluar, en aquest marc, la competència plurilingüe i intercultural”. Novè Simposi Llengua, Educació i Immigració. Girona, 21-22 november 2014.
  • Emilee Moore &  Júlia Llompart (GREIP) & Maria Rosa Garrido (group CIEN):  Thematic Workshop inspired on plurilingual didactics and Hip Hop pedagogy. Campus Ítaca 2015, english workshops.
  • Emilee Moore (GREIP) & Maria Rosa Garrido (group CIEN): teacher’s workshop “Rap a l’aula i pedagogies de Hip Hop”, coordinated by Cristina Aliaga, Júlia-Alba Fernández i Gaià & Pau Llonch. Escola d’estiu Rosa Sensat 2015.
  • Emilee Moore (GREIP) & Maria Rosa Garrido (grup CIEN):  Thematic Workshop on Hip Hop & Rap. Junior University, Universitat de Vic, july 2015.
  • Emilee Moore: Master in Applied Languages, module on Multilingualism and Intercultural Education, University of Lleida (from 2015/16).
  • Luci Nussbaum: module Discourse Analysis I, from the inter-universities master on Discourse Studies coordinated by the Universitat Pompeu Fabra. 
  • Amparo Tusón: Màster Universitari de Formació del Professorat de Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyament D’idiomes. Facultat de Ciències de l’Educació UAB, january 16-february 6, 2015.
2014
  • M. Martínez, D. Masats, A. Noguerol, L. Nussbaum & R.M. Ramírez:  Thematic Workshop: “L’avaluació integrada en l’enfocament per competències i com avaluar, en aquest marc, la competència plurilingüe i intercultural” (2 sessions held with IRUIF & PERMSEA, Government of Andorra). IX Novè Simposi Llengua, Educació i Immigració  “Avaluació: eina de selecció o eina d’equitat”. Universitat de Girona, Institut de Ciències de l’Educació Josep Pallach. Girona, november 21-22, 2014. Available at: https://dugi.udg.edu/browse-titles/dc.subject:%22Avaluaci%C3%B3%22/225/25
  • Luci Nussbaum: Thematic Workshop: Comment planifier des projets didactiques pluridisciplinaires et plurilingues?. Jornadas ‘Education en langues secondes et étrangères’, organizadas por el laboratorio ASLAN (Universidad de Lyon), 8-10 October 2014.
  • Laia Canals, Melinda Dooly, Júlia Llompart & Emilee Moore, Workshop on teaching language & literature: CAMPUS ITACA, Universidad Autónoma de Barcelona (iterative, current).
  • Melinda Dooly, Thematic Workshop:  Netvaerksprojektet vedr. fremmedsprog i gymnasiet (financed by Danish Ministry). March 2014.
  • Melinda Dooly, Research Workshop: Aesthetics & Communication Department, Aarhus University (Denmark). PhD Seminar: Research methods in foreign language teaching and learning: Doing research in teacher cognition and computer-mediated collaboration. March 2014.
  • Melinda Dooly, Thematic Workshop:  EACEA funded inservice programme, Universitat Autònoma de Barcelona. Integrated competences for European teachers. Giving voice(s) to culture, identity and diversity in school networking. Workshop: Learning about online interaction. Tools for networking and telecollaboration. March 2014.
  • Melinda Dooly, Thematic Workshop: Technology-Enhanced Project-Based Language Learning: An Introduction. School of Humanities, University of Cyprus. November 2014
  • Amparo Tusón Máster de Lengua Española, Literatura Hispánica y Español como Lengua Extranjera. Dept. de Filologia Espanyola UAB, october 4-november 22, 2014. 
2011
  • Amparo Tusón, Thematic Workshop:  La investigación acción en el aula, organizado por la Red de lenguaje por la transformación de la escuela y la comunidad,Centro Escolar Morelos, Oaxaca, México (9/12/2011)
  • Dolors Masats & Melinda Dooly, Thematic Workshop:  Ministeri d’Educació i Cultural (Andorra). Seminar: L’avaluació de la competència oral en llengua anglesa a batxillerat (Assessing Oral Competences in English in Secondary School). February 2011.
2010
  • Amparo Tusón, Thematic Workshop:  La investigación en la acción como recurso pedagógico, Cuernavaca, México (29 i 30/11 i 1/12/2010)
  • Amparo Tusón, Thematic Workshop:  Oralidad y enseñanza de la lengua, Universidad Autónoma de Nuevo León, Monterrey, México (6, 7 i 8/12/2010)
2006
  • Melinda Dooly, Summer Course: DeVos College of Education and Graduate Studies. Teacher College Exchange USA-EU – Lee University (Tennessee, USA). Summer 2006.

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.